UNIVERSITY OF SOUTHERN CALIFORNIA



UNIVERSITY OF SOUTHERN CALIFORNIA

SCHOOL OF SOCIAL WORK

SOWK 535

Spring 2010

Professor: Michael Todd Kilmer, LCSW, M.S.W.

Office Hours: By scheduled appointment

Telephone: 619-889-6955

Email: mkilmer@usc.edu or Michael@

Social Welfare Policy

The purpose of this course is to understand why and how social welfare policy is developed and implemented in the United States, the roles of social workers in all areas of practice in promoting social justice, and the integration of practice with policy. 

Understanding social welfare policy is vital to the practice of social work because it fundamentally affects the lives of those who are served by the profession.  Social welfare policy defines who gets what services, resources and opportunities and shapes service delivery systems.  For these reasons it is essential that social workers know about the issues and choices that are embedded in various responses to social problems, guided by an understanding of the ethical responsibilities as expressed in the NASW Code of Ethics, and by the analysis of processes that lead to the formulation and delivery of social welfare policies, to more effectively comprehend the ways in which you can be instrumental in shaping policy choices.

This course builds on the substantive understanding of policy development and critical thinking skills acquired in SoWk 534, and focuses attention on the analysis of selected current policy issues in key sectors of social welfare as well as in the processes and strategies of policy advocacy to redress various forms of social and economic injustice and empower less advantaged groups in our society. 

SoWk 535 provides a foundation for second year, concentration specific, policy courses (SoWk 630’s) in which students will apply policy analytic and policy advocacy skills to develop specific policy proposals in a particular service sector.

Course Objectives

The learning objectives for the course are:

1.      To understand the general provisions of major social welfare policies in several key institutional sectors as well as current pivotal issues that are central to the policy discourse in each sector.

2.      To analyze various policy options for addressing social problems and the social, political and economic issues that are involved in decision making.

3.      To learn to make ethically based, reasoned arguments for policy proposals.

4.      To acquire a detailed knowledge of how culturally sensitive social welfare policies are developed in response to social needs.

5.      To learn the roles and skills that social workers use to influence the policy process at organizational, community and institutional levels.

6. To develop tools for monitoring and assessing the effectiveness of social welfare programs.

Specific Objectives for Spring, 2010 classes:

In Spring, 2010, SOWK 535 students will help to shape new policies within the area of homelessness. You will build on the work of the 2009 cohort of SW535 students who brought a bill to Congress, establishing the right of a child, wherever appropriate, to be housed with her/his parent. That resolution (HR 582) is now pending in the House Subcommittee on Housing and Community Opportunities.

The mission of the 2010 cohort of SW 535 students is to develop understanding and support for housing and transition for the homeless wherever appropriate and to reform institutional practices and policies accordingly. We will focus on Southern California, the state legislators who shape those policies, candidates for such offices, and their constituencies.

This is the beginning of a two year effort. In 2010, the state legislature will be struggling with a massive deficit and the need to slash billions from the state budget. All Assembly members and half the seats for state senate will be voted on. It is unlikely that any new social legislation could be achieved, but the policies sought here need to be placed on the agenda for 2011, and the best way to do that is to secure commitments from candidates that they will support a policy that can become law in the 2011 session. The work of this 2010 cohort is to build community support and secure such commitments from those running for office.

Our focus will be on homeless veterans who are either in shelter or chronic. It is the intent of this course to provide students various opportunities individually and through group exercise. Students will develop various reports to local leaders, which may be used to educate and further develop policies.

Our effort in Spring, 2010, will be to build on the effort of prior cohorts in 535 to recognize the right of the homeless and their right to adequate housing and to establish a program that will offer a way to do that.

We will document the need, the value, and feasibility of an alternative program, will help to bring public recognition and support for it, and advocate legislation to implement programs to assist homeless veterans.

We shall analyze current policy in the existing social systems which fail to provide adequate housing for homeless families/children/veterans. Their plight may be due to any of various factors: insufficient income, mental illness, chemical dependencies, flight from domestic violence, bureaucratic rigidities, shuffling from correctional facilities, foster care, or health institutions, restrictions and bias against them due to race, national origin, sexual orientation, ethnicity, age, or other characteristics.

We shall analyze the distribution of resources and mobilize support for a proposed pilot program to test a solution to this consuming social problem in Southern California. We will provide evidence of the need, develop analyses of the problem(s), get the policy proposal on the agendas of advocacy groups, develop community-based support, hone skills and put political strategy into action. Finally, we shall assess our progress and recommend steps for the 2011 cohort of SW 535 students.

Our goal is to lay the groundwork for legislation to be introduced and passed in the California Assembly and State Senate that would either transfer funds outright or at least set up pilot programs in Los Angeles, Orange, and San Diego Counties.

We will research, document, and publicize the facts on the true costs of homelessness. Such costs include dollars spent, social and personal distress, vulnerability to poor school attendance and high drop-out rates, to addictive substances, mental and physical illness, joblessness, and further chronic homelessness.

We will inject our findings and recommendations into the election campaigns of Assembly members and State Senators so that those who are elected in the June primaries will be committed to legislation for the 2011 session of the state Legislature. .

Required Readings for the Course

Two primary texts are required for this course.

Jansson, B. S. (2008).  Becoming an Effective Policy Advocate: From Policy Practice to Social Justice.  Fifth Edition.  Brooks-Cole.

This book is the updated seminal text on “social work policy practice” and “policy advocacy.” It sets forth the historic basis, rationales, the context for social work policy practice and advocacy, and walks you through an understanding of the skills required, the procedures to be undertaken, the development of proposals, use of power, how to strategize and activate, finally how to assess your efforts.

Handler, J. F. & Hasenfeld, Y. (2007). Blame Welfare, Ignore Poverty and Inequality. Cambridge University Press, 2007

The transcendent factor in homelessness, whatever else appears (also) to be causative, is the lack of funds for the homeless and for programs that seek to house them. Handler and Hasenfeld present a model of analysis for the public agency response to the state of poverty that characterizes the homelessness of families and children. They examine the forces that blocked a more logical, coherent, or humane response to poverty, factors that we shall have to engage in our advocacy for programs to house homeless families and children.

Recommended Supplement

DiNitto, D. M. (2007). Social Welfare: Politics and Public Policy. Sixth Edition, Pearson Education, Inc.

Shultz, J. (2002).  The Democracy Owner’s Manual. Rutgers University Press.

Other required readings are available through the internet; some may be acquired upon request:

1. Vital Mission Ending Homelessness Among Veterans, National Alliance to End Homelessness, November 2007. ()

2. Interagency Council on the Homeless, “Homelessness: Programs and the People They Serve: Findings of the National Survey of Homeless Assistance Providers and Clients, December, 1999.

3. National Alliance to End Homelessness, “A Plan: Not a Dream: How to End Homelessness in Ten Years.

Supplemental readings to be distributed or made available electronically will be required but need not be purchased. They will amplify the texts, addressed to a complex issue: that of homelessness: its history, the demography of the homeless, their sources of income, employment, social and health care, food, where they settle, day and night, and their special needs. Students will discover programs that aid the homeless and evaluate the feasibility and potential effectiveness of plans that are underway in the public, private non-profit, faith, and private-for-profit sectors, pending legislation and appropriations, and the groups that are supporting them. Students will learn what other communities have done/ are doing to deal with their homeless.

Class Format

This class will include a variety of teaching learning modalities.  The instructor will provide lectures but classes will be designed to be interactive and students will be encouraged to bring questions and comments for discussion.  Selected sessions may feature videotapes or speakers to illustrate the topic under examination.  Students will be engaged on panels focused on specific tasks or components of the particular problem of homeless families and children addressed by the class as outlined in the syllabus and may engage in role playing exercises or present testimony on pending legislation or before neighborhood groups or coalitions.

Course Expectations

Students are expected to attend and participate in all class sessions and to select a project for program development which will emerge from the class and include at least fifteen hours outside of class in an experiential dimension of social welfare advocacy.

Grading Policy

Within the School of Social Work, grades are determined in each class based on the following standards which have been established by the faculty of the School: 

(1) Grades of A or A- are reserved for student work which not only demonstrates very good mastery of content but which also shows that the student has undertaken a complex task, has applied critical thinking skills to the assignment, and/or has demonstrated creativity in her or his approach to the assignment.  The difference between these two grades would be determined by the degree to which these skills have been demonstrated by the student. 

(2)  A grade of B+ will be given to work that is judged to be very good.  This grade denotes that a student has demonstrated a more-than-competent understanding of the material being tested in the assignment. 

(3)  A grade of B will be given to student work that meets the basic requirements of the assignment.  It denotes that the student has done adequate work on the assignment and meets basic course expectations. 

(4)  A grade of B- will denote that a student’s performance was less than adequate on an assignment, reflecting only moderate grasp of content and/or expectations. 

(5) A grade of C would reflect a minimal grasp of the assignments, poor organization of ideas and/or several significant areas requiring improvement. 

(6)  Grades between C- and F will be applied to denote a failure to meet minimum standards, reflecting serious deficiencies in all aspects of a student’s performance on the assignment.

You are expected to attend class regularly, participate in class discussions, and submit work promptly. 

(NOTE:  Please refer to the Student Handbook and the grading procedures.)University Catalogue for additional discussion of grades and grading.

Attendance

Students are expected to attend all sessions of all classes. The social work program is one of professional preparation.  In addition to acquiring theoretical knowledge, students are expected to acquire professional values, to integrate knowledge from a range of courses, to develop professional skills and be socialized into the profession.  The faculty of this School of Social Work is convinced that this cannot be accomplished through independent study alone.  Thus, attendance at classes is suggested unless legitimate and special reasons exist for absences or tardiness.  Any absences or tardiness may be discussed directly with the course instructor.

University of Southern California policy permits students to be excused from class, without penalty, for the observance of religious holy days.  This policy also covers scheduled final examinations that conflict with students’ observance of a holy day.  Students must make arrangements in advance to complete class work, which will be missed, or to reschedule an examination, due to holy days observance.

Grade Allocation:

Descriptive paper         (Week Feb 2nd)          10%

Midterm Hx Analysis and Proposal  (Week Mar 9th) 30%

Experiential dimension (including reports to class) 20%

Final including Assessment of project (Week April 26th) 30%

Class participation 10%

Aggregating Student Input for Social Transformation (ASIST)

While studying how to become an effective policy advocate through the assigned readings, you will also get some hands-on experience, geared to illustrate and amplify the concepts presented in the literature. We have developed the ASIST model (Aggregating Student Input for Social Transformation) specifically for Soc.Wk 535 students at USC.

In order to effectively engage in any campaign, one must first understand the nature and dimensions of the problem, what social agencies are and are not doing about it, analyze possible solutions, know who is doing what to contest or compound the problem, and select an appropriate course of action. Through ASIST, we will take our findings to the community and seek changes in public policies to address the problem.

In the 2006 and 2007 sessions of Soc. Wk. 535, students campaigned for legislation introduced by California State Senator Gil Cedillo which mandated all jurisdictions in the state to survey their homeless populations and develop a plan to provide [social service] assisted housing while becoming familiar with current emergency shelter and transitional housing programs and the policies that impact the homeless.

In 2008, classes presented testimony and organized support for a Los Angeles ordinance for mixed income housing which is pending now before the City Council.

The Spring, 2009 classes focused on the right of children to be housed, wherever appropriate, with their parent(s), and a resolution to establish that right was presented to Congress in testimony called for by the Chairman of the House Subcommittee on Housing and Community Opportunities at a special hearing. That bill, HR 582, is now pending.

Social Welfare Advocacy for Homeless Families/Children/Veterans

In Spring, 2010, students in all sections of Soc Wk 535 will unite to aggregate their impact on the problem of homelessness. You will become acquainted with aspects of homeless veterans, discover and analyze its immediate and long term costs (social, economic, personal) and its threat to community well-being, based on both research of the literature and your first hand acquaintance with agencies that serve them and wherever possible, a family or veteran who is homeless or threatened with imminent homelessness.

Each class will target a community and target population. You may focus on the related California State Senatorial and state Assembly Districts in either Los Angeles, Orange, or San Diego County.

While everyone will study the same assigned readings, there will be specialized experiential assignments in each class. Students in each section of 535 will be divided into focus teams and each team will have a representative responsible for a specific committee below.

(1) Resource Committee, studying all of the resources (public and private, community-based and governmental through city, county, school district, or federal agencies) that serve homeless families and children in the designated area. Include schools, hospitals, public assistance and welfare agencies, as well as private and public social services. This committee will analyze and assess services currently being provided to homeless families and children (or those in imminent peril of homelessness) in the area.

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(2) Advocacy Committee, will be studying and eventually working with community groups that support (or that could be mobilized to support) policies aimed at providing permanent supportive housing (provided with social services) for homeless families and children in the designated area. This committee will be responsible for understanding and assessing institutions (and their networks) that will support efforts to provide permanent supportive housing for homeless families and children and building that advocacy among the existing groups as well as others (churches, trade unions, civic associations, neighborhood councils, etc.) This committee is to get at least one organization to continue the effort, supporting the effort to get a legislative solution, after the students will have left due to the end of the semester.

(3) Persons in Environment (PIE) Committee: will identify and study either a homeless veteran or family member in imminent peril of becoming homeless. This may include -- in a shelter, on the street, in temporary quarters, or someone currently paying a rent he or she is unable to sustain. Each partnership will analyze root causes for the peril faced by a homeless veteran, the social and economic costs borne by them and by society, and how permanent supportive housing could alleviate their problems and save social and economic costs for them and for society.

(4) Legislative Committee is responsible for work with the state legislature. All Assembly seats and half the Senate seats are subject to election by the voters: first in the June primary and then in the November finals. This is the ideal time to inject our findings into the campaign for election (or re-election), so this committee should meet with ALL candidates for state office (i.e., running in the June primary) getting their support for a policy on housing for homeless veterans wherever appropriate.

(5) Research Committee, reviewing the literature on homeless veterans including costs in fiscal, social, and personal terms. This committee may also study, analyze, and report on existing regulations of child welfare services for the homeless.

This committee will help clarify, from social work, sociological, psychological, and psychiatric literature what is “appropriate” in the housing of homeless veterans.

(6) Communications Committee, is responsible for surveying the media and recording and publicizing the work and findings of the other five committees and synthesizing the findings, preparing presentations for delivery (by them or by spokespersons for any of the other committees) to candidates, legislators and advocacy organizations, preparing a book or a video presentation in which the class’s recommendations are heralded.

Session One: Week of Jan. 12: Serving Objectives 1 & 5:

INTRODUCTION TO SOWK 535

Session Two:   Week of Jan. 19: Serving Objectives 1, 2, & 5

Overview of Policy Practice Framework

What is Policy Practice and Why Should Social Workers Become Advocates?

B. Jansson

      Chapter One:  Joining a Tradition of Social Reform

Chapter Two: Articulating Four Rationales for Participating in Policy

Homage to Martin Luther King, Jr: and relevance to purposes of SW 535

Martin Luther King, Jr., “Letter From a Birmingham Jail”

Discussion and video segment, “Eyes on the Prize.”

Individual students sign up for Committees (SEE pp. 5 – 6, above):

Resource Committee: Initial assignment (Descriptive paper): Identify resources serving homeless veterans in the designated area and describe what they do and how

Research Committee: Initial assignment (Descriptive paper): Itemize and describe the regulations of VA/Non-Profits as they pertain to homeless veteran(s) and any and all state of California and federal regulations to which they pertain.

Advocacy Committee: Initial assignment (Descriptive paper): Identify advocates and potential advocates for homeless families and children in the designated area and describe each, indicating their focus, membership, and sources of their support

PIE Committee: Initial assignment (Descriptive paper): Identify and describe circumstances of at least two homeless families or veterans in the designated area.

Legislative Committee: Initial assignment (Descriptive paper): Identify and summarize the background of all the candidates for state assembly and if the state senate seat is open and up for election or re-election, do the same for all candidates for senate in your district. When dealing with incumbents who will not be term-limited out, identify the legislative committees on which they serve. Set up a specific appointment with each candidate to discuss the policy issue and seek a commitment from her or him. It would help to bring local persons identified by the Advocacy Committee with you to support the policy for action in the 2011 session.

Communications Committee: Initial assignment (Descriptive paper): Using Lexis and other search engines, survey news stories about homelessness and catalogue the source and journalists who wrote such articles for future reference. Distribute relevant articles to class. Identify and describe media, newsletters, and systems of communication circulating in the designated area.

ALL DECRIPTIVE PAPERS ARE DUE DURING THE WEEK OF FEBRUARY 2nd.

 Week of Jan. 26: Serving Policy Objectives 1, 2, 3, & 4:

Session Three: The Political Economic Climate: Diversity and Poverty in the

Southern California Region

Handler & Hasenfeld, Chapter One: The State of Poverty: TANF Recipients



Students are to spend time in class discussing their initial findings from visits to community, on-line research, literature review, or other investigations and to solicit advice and guidance from one another: and to determine how they will identify and characterize their target assignments.

Week of Feb. 2: Serving Policy Objectives 2, 4, & 5.

Session Four:  Understanding Government’s Role and the Legislative Process

B. Jansson : Chapter 3:  Obtaining Skills and Competencies for Policy Advocacy

Handler & Hasenfeld, Chapter 3: The Response to Poverty and Inequality: The Welfare State

Optional reading:

D. DiNitto, Chapter Two, Government and Social Welfare

Initial (descriptive) paper is due:

Written submissions are to be made by each individual member of the committee reflecting her/his input and concerns, and the team will make a joint oral presentation, inviting in-class discussions):

The Legislative committee will report on a profile of the candidates and legislators who (seek to) represent the district selected by your class and the schedule for meeting with the candidates for assembly member(s) and senator.

Communications committee takes notes and explores ways to tell the class’s story.

P.I.E. committee reports on at least one homeless veteran.

Resource committee reports on shelters for the homeless within their district selected by your class.

Research committee reports on findings re: costs of homeless shelter

Week of February 9: Serving Policy Objectives 4 & 5:

Session Five:   Policies to Prevent and Cure Poverty

Jansson,   Chapter Four:  Understanding the Ecology of Policy in Governmental, Electoral, Community and Agency Settings

Handler & Hasenfeld, Chapter Four: Demonizing the Single Mother Family: The Path to Welfare Reform

Interagency Council on the Homeless, “Homelessness: Programs and the People They Serve: Findings of the National Survey of Homeless Assistance Providers and Clients, December, 1999, pp. 39 - 58

Recommended supplement:

J. Shultz, Chapter Three:  Taxes and Budgets: Following the Money

Di Nitto, Chapter Four: Preventing Poverty: The Social Insurance Programs.

Chapter Five: Helping the “Deserving Poor”: Aged, Blind, and Disabled

The Legislative Committee will report on its progress, problems, proposed modifications, and will analyze the nature of its support and resistance by the various candidates (and any incumbent senator not running for re-election) and those who strongly influence them.

Resource Committee: Make presentation to class on how resources serve homeless veterans and families in the designated area.

P.I.E. Committee reports on at least one other homeless veteran.

Communications Committee presents a draft of “talking points” for Advocacy and Legislative committees to take on their visits to community groups and candidates.

Each of the other committees will respond with how they can advance the goal, report on their progress, and gather input from colleagues.

Week of February 16: Serving Objectives 2. 3. & 5

Session Six:   Building Agendas

B. Jansson,  Chapter Six:   Committing to an Issue: Building Agendas

Handler & Hasenfeld, Chapter Five: The Welfare Bureaucracy

Recommended supplement:

D. DiNitto, Chapter Six: Ending Welfare As We Knew It

In-class discussions with teams on their development of paper on analysis of problem and of plans to address concerns (20% of grade) due week of March 9.

Resource Committee: Analyze factors in the bureaucratic structure of service agencies that would support, resist, or seek to modify the legislative goal, propose plans to advance support and overcome resistance. In particular, relate to Handler & Hasenfeld’s analysis of the welfare bureaucracy.

Advocacy Committee: Analyze sources of support and resistance for targeted legislation; propose a plan for mobilizing support and defusing resistance to advance goal.

PIE Committee: Analyze the impact that the failure to adopt a proposed solution would have on each of the veterans or families that you have identified and described. Include immediate and long-range social and economic costs as well as impact on the subject individuals. In your proposal for the planned legislative goal, analyze how it would change each of these factors.

Communications Committee: organize notes, analyze the materials being developed by the other teams for purpose of presentation in a video, a news/ feature story to go to the media, or a collection of papers to go to the candidates/ legislators.

Week of February 23: Serving Objectives 2, 3, & 5

Session Seven: Analyzing Problems

B. Jansson

        Chapter Seven:   Analyzing Problems in the First Step of Policy Analysis

Handler & Hasenfeld, Chapter Six: Work and the Low Wage Labor Market: Mothers and Children.

Recommended Supplement:

D. DiNitto, Chapter Ten: Providing Social Services

Interagency Council on the Homeless, “Homelessness: Programs and the People They Serve: Findings of the National Survey of Homeless Assistance Providers and Clients, December, 1999, pp. 69 – 78.

For class discussion:

Resource Committee: compare forces analyzed by Handler & Hasenfeld to those in the bureaucracy with respect to the plight of homelessness today.

Advocacy Committee: How will you build a more fully mobilized advocacy effort together with and in behalf of homeless veterans seeking assistance, housing, or transition? What local institutions will you involve?

PIE Committee: How are the homeless veterans you have identified affected by the welfare policies analyzed by Handler & Hasenfeld?

Legislative Committee: What pressures came from elected officials and candidates in the scenario analyzed by Handler & Hasenfeld, and what does this suggest for the planned support of the class’s legislative target?

Communications Committee: What kind of press fed into the values and arguments for handling women and children in the Handler & Hasenfeld paradigm and how does that instruct us to seek public support for the class’s target?

Week of March 2: Serving Objectives 2, 3, 5, & 6

Session Eight: Developing Policy Proposals

B. Jansson : Chapter Eight:    Developing Policy Proposals in the Second, Third, and Fourth Steps of Policy Analysis

Handler & Hasenfeld, Chapter Seven: Welfare Reform and Moral Entrepreneurship: Promoting Marriage and Responsible Parenthood and Preventing Teenage Pregnancy

Class discussions:

PIE Committee: How moralistic values have impacted veterans identified and reports on at least one other homeless veteran.

Resource Committee: Strategize on how resource agencies can be part of transition to permanent housing for homeless veterans.

Communications committee proposes media strategy. Do you tell the story in print or in video, or both?

Each of the other committees will respond with how they can advance the goal, report on their progress, and gather input from colleagues.

Week of March 9: Serving Objectives 1, 2, 3, & 5.

MID-TERM PAPER DUE

Session Nine:  Participation of the Poor

B. Jansson: Chapter Nine: Presenting and Defending Policy Proposals

Handler & Hasenfeld, Chapter Eight: Addressing Poverty and Inequality

Recommended supplement:

D. DiNitto, Chapter Nine, Changing Paradigms: The Poverty Wars

March 15 – 20: Spring Vacation

Week of March 23: Serving Objectives 2, 3, 4,& 5

Session Ten:   Advocating for Change

B. Jansson:     Chapter Ten:    Developing and Using Power

You will receive your midterm papers back and can edit them based on your instructor’s comments as reports for your visits to public officials for which you will now prepare.

Report by Legislative team students on meetings planned with candidates and elected officials in local offices; strategize to present data to them (or their staffs). Strategize for presentations; role play and assign real roles to students selected by class to speak for the homeless families and veterans in forums where you seek endorsement of the policy such as the City Council or County Board of Supervisors.

Research Committee: Give facts, figures, and comparative costs from studies, and effective arguments to legislative team to use in meetings with public officials and candidates.

Advocacy Committee: Identify individuals in the community who will join with the Legislative Committee members in visits to local offices of candidates and public officials, and what their roles could be.

PIE Committee: Ask homeless veterans to join with you and/or members of the Legislative Committee in meetings in local offices of and with public officials or their staff(s). Absent that, be prepared to transmit their stories.

Resource Committee: Advise Legislative, Communications, and Advocacy Committees on paucity of resources to homeless veterans.

Communications Committee: Assemble the story to be told to elected officials in video or print; prepare it to circulate to media along with official’s response.

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Week of March 30: Serving Objectives 2, 3, 4, & 6.

Session Eleven: Developing Political Strategy

B. Jansson, Chapter Eleven: Developing Political Strategy:   Doing the Research and Analysis

Legislative Committee: Lead class discussion on results of meetings with candidates and elected officials (or their staffs) in local offices.

What additional data did we need?

Getting ready for Lobby Days.

Communications Committee: Check draft press releases or video segment with participants in meetings.

Advocacy Committee: report on role played by individual(s) from the community who supported our effort and strategize to get their continuing participation after our semester ends.

PIE Committee: Report on efforts to secure housing for the homeless veterans with whom you have been in touch.

Communications Committee: Report on efforts to get press. Determine if you are developing a video or print presentation.

Week of April 6: Serving Objectives 2, 3, 4, & 5

Session Twelve:   Developing Advocacy Strategy

B, Jansson, Chapter 12: Putting Political Strategy Into Action

J. Shultz

        Chapter Six:    Developing a Strategy, Advocacy’s Road Map

        Chapter Seven: Research and Analysis, Advocacy by Fact, Not Fiction

Preparations for Lobby Days: designing approach for meetings; Clarifying what documentation is needed by those going to Sacramento.

In Class presentations on preparation for Lobby Days; assignments and role playing for meetings with elected officials in Sacramento. .

NOTE: Participation in Lobby Days is not required, but it may be credited as part of your grade for the experiential dimension. Those unable to travel to Sacramento may make equivalent points in visits to local offices of candidates and public officials or in organizing local advocacy support for the policy.

Advocacy Committee: Be prepared to share knowledge and experience with students from other schools of social work in Sacramento. Rehearse training roles.

Communications Committee: If you are doing video segment, plan to tape scenes in Sacramento.

APRIL 11-12, 2010:

LOBBY DAYS in Sacramento

Week of April 13: Serving Objectives 4 & 6.

Session Thirteen: Community Based Organizing and Education

B. Jansson: Chapter Thirteen: Ballot based Policy Advocacy

Report back on Lobby Days/

Class feedback, evaluation, and recommendations for next steps.

Communications Committee: Shares draft or video segment and accepts critique and ideas from class,

Week of April 20: Serving Objectives 4, 5, & 6.

Session Fourteen: Coalition Building and Lobbying

Congregate and Community Assemblies

D. DiNitto, Chapter Eight: Improving Healthcare; Treating the Nation’s Ills

Optional Reading: J. Shultz

        Chapter Nine: Building and Maintaining Advocacy Coalitions

        Chapter Eleven: Lobbying, The Art of Influencing Public Officials

In Class presentations on building or focusing coalitions to continue advocacy for policies dealing with their particular problem of the homeless.

Teams will address and report on the extent to which:

1. Resource agencies were made partners in the campaign and what should be done about it.

2. Report on the status of family veterans you came to know and what is to be done for them.

3. Passing of the torch to community activists and how they are to be followed up with.

4. Draft of findings to be incorporated by Communications Committee in its telling of the story.

5. Develop a final draft of the story of your effort on video tape.

Week of April 27: Serving Objectives 3, 4, & 5

Session Fifteen: Assessment and Review

B. Jansson

        Chapter Fourteen: Troubleshooting and Assessing Implemented Policies

Recommended supplement:

J. Shultz, Chapter Twelve: Initiatives, the Power of the Ballot

Di Nitto, Chapter Twelve: Implementing and Evaluating Social Welfare Policy: What Happens After a Law is Passed.

Greenwald, Robert (2002). Unprecedented: The 2000 Presidential Election. Available at

At their option, the members of each section and the cadres with whom you have worked in the selected institutions as well as homeless veteran members with whom you have had contact may plan a meeting/ reception either in the community or you can invite them to your USC classroom to take place during your last class session.

Alternatively, your section may band together to invite the same persons as well as local and state elected officials and the broader community in a congregate setting.

Each section could develop a presentation on findings and recommendations for public actions to provide housing for families and children who are homeless or in imminent peril of becoming homeless.

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Final Paper

A final paper will critically examine the efforts in which the student engaged, the work of the organization with which you worked and both the manner and extent to which the efforts which were analyzed impacted on or provided a solution to the problems identified in the first and second papers. The final paper will summarize key issues in the campaign/policy-change effort.  The student team will analyze, using the Jansson model, the policy problem and proposal in detail.  Why is this issue important and will the proposed solution is effective? The student team will critically analyze the current service and new strategy being proposed and explain how it can be implemented.  Finally, each individual student will describe his/her own participation and learning,-providing an indication of his/her intended future policy practice activity in one-two pages.

The Final paper will build on prior assignments, and include implementation efforts to date, your role in the change effort, a critique of what worked and what didn’t, what needs to be done now, how change can be brought about for the children of homeless parents, and the identification of the next steps, and skills required for effective advocacy on the issue.

Research and citations, social work policy practice lessons and conclusions, social work values underlying the plan and its implementation should be included in this final report. This paper should be no more than 20 pages in length.

The Final paper will constitute 30% of your grade.

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May1- 4: Study Days.

April 29th : Final Paper due!

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