Introduction to Social Work & Social Welfare (SOWO 080) (3 ...
SOWJ 080 – INTRODUCTION TO SOCIAL WELFARE & JUSTICE
(3 credits - Fall Semester 2003)
Department: Social & Cultural Sciences, Dept. Office: LL#340 (Faculty mailboxes)
Professor: Janice M. Staral, Ph.D., MSW, LCSW
Office Hrs.: Tues/Thurs: 11AM – 12:30 PM
Office/Phone: #288-3441, Office: Lalumiere Hall #346 (e-mail: janice.staral@marquette.edu)
Course Description:
Introduction to social work, social welfare, victim services, and justice, exploring the ethics, values and goals of social welfare and justice. Examination of historical and contemporary social problems and their relationship to social welfare policies, social work, and justice. Observational assignments and service link the experiential to the theoretical. Prerequisite: none.
Learning Outcomes:
1. Students will be able to explain the historical conditions that shaped the U.S. system of social welfare and will understand the breath of what constitutes social welfare.
2. Students will become familiar with the current social issues related to mental & physical health, poverty, children & families, alcohol & drug abuse, homelessness, and various forms of violence.
3. Students will be able to analyze social problems from a variety of theoretical perspectives.
4. Students will be able to describe the role of social work within the social welfare system and will have an opportunity to explore other professions or methods to engage oneself in current social issues.
5. Students will identify and clarify personal values and explore them in the context of societal, religious and social work values. They will be able to compare and contrast the value bases of social work, societal, and values from selected Catholic social teaching.
6. Students will have a general orientation to diversity and will be able to identify various conditions that lead to the marginalization or discrimination of various at-risk groups.
7. Students will be able to define and explain the different ways the concepts of justice, power, and empowerment are understood and explore how they can utilize these concepts.
8. Students will have an improved ability to determine how they might use their personal abilities or professional careers to be involved in social welfare or justice work.
Instructional Design & Teaching Methods:
1. Lecture/class discussion
2. Assigned readings
3. Guest speakers
4. Social Welfare agency observations and interviews.
5. Service Learning Projects or scholarly journal critiques.
6. Flashes of Brilliance Reflections
Required Texts:
DuBois, B & Miley, K. (2002). Social Work: An Empowering Profession. 4th ed., Boston, MA: Allyn & Bacon.
Ehrenreich, B. (2001). Nickel & Dimed: On (Not) Getting by In America. NY, NY: Henry Holt & Co.
On Electronic Reserve & Hard Copy:
Al-Krenawi (2001). “Reconciling Western Treatment and Traditional Healing: A Social Worker Walks with the Wind,” p. 5-26.
In Colby & Dziegielewski. (2001). Social Work: The People’s Profession. Chicago, IL: Lyceum Books, the following sections:
“Social Welfare: A System’s Response to Personal Issues & Public Problems,” pp. 23, 24-43.
“How Did We Get from Here from There?” pp. 48-61.
“Social Work Practice,” pp. 101-104.
Jacobsen. (2001). Doing Justice. Minneapolis, MN: Fortress Press. “Power,” pp. 38-49.
Krupa, S. (2001, Aug. 27). “Celebrating Dorothy Day.” in America, pp. 7-11.
Saleeby, D. (1997). “Resilience in Children,” Paper presentation at NASW Wisconsin State Conference, pp. 1-10.
Smith, G. (1999). “You’re Standing in the Wrong Line.” in Becoming and Unbecoming White, Bergin & Garvey Publishers: Westport, CT, pp. 160-163.
Spohn, W. (Spring, 2001). “The University that Does Justice.” in Conversations, #19, pp. 4-12.
Spohn, W. (2003, July 21-28). “The Chosen Path.” in America, pp. 10-13.
White, R. (2003, March). Criminal Injustice. Burke Scholars’ Senior Project, pp. 1-22.
Multicultural Reference Resources on Reserve (optional):
Martin & Martin, (1985) The Helping Tradition in the Black Family & Community. Provides a history of the system of mutual aid (social services) in the Black Community.
Brief Notes on African American’s Contribution to Social Work, American Indian Social Work Leader, Asian Pacific Heritage, Man Keung Ho, Latino/Hispanic Contributions.
Course Assignments & Grading:
25%: Midterm Exam.
10%: Social Service Agency Report.
10%: Flashes of Brilliance, “Who I am” paper, and Class discussion.
25%: Service Learning/or Alternative project.
30%: Final Exam.
Your final grade will be based upon a standard curve:
93 – 10 A 73 - 77 C
88 - 92 AB 68 - 72 CD
83 - 87 B 62 - 67 D
78 - 82 BC Less than 62 F
Class Attendance/Participation: You are expected to attend class and contribute to class discussion. If you miss a class, it is in your best interest to get notes from a classmate as you are responsible for all class content including readings (reserve and texts) guest lectures, handouts, and videos.
All Assigned Papers: All papers (except Flashes of Brilliance) are to be typed, double-spaced, with proper grammar and sentence structure or points will be deducted. Papers are due at the beginning of class on the date indicated on the syllabus. Late papers will be reduced 10 points for each day of being late, including weekends/holidays. If you have any personal or family emergencies, please let me know as soon as possible, and consideration might be given for extenuating circumstances.
For Writing Assistance: Contact the Writing Center at 288-3466.
Disability affecting Academic Work: Contact Student Educational Services (SES) at 288-1645. If you have a disability that affects your work, reasonable accommodations will be made. In order to do this, I will need documentation from SES, including specification of the modifications needed early in the semester, well before the due dates of any assignments or exams.
Academic Dishonesty: All assignments must be your original work. Any work that is copied from other sources, such as other texts or the Internet, must be clearly cited. In the case of academic dishonesty, the policy outlined in the Student Handout will be followed.
Office Hours: My office hours are my preferred times to meet with students, but I am very willing to arrange other times. Please feel free to meet with me (or e-mail) if you have questions or concerns.
The MU Counseling Center (#288-7172). College life can be stressful. You (or someone you know) may experience a variety of concerns that could include depression, eating disorders, and sexual assault. Help and services are available to you at the Counseling Center. Stop at Holthusen Hall, Room #204 and ask for more info. or a brochure. Or talk with someone from University Ministry.
Respect & Comfort Level. Some of the readings, class discussion, or guest lectures may move you beyond your comfort zone. Deloria (1992) describes a phenomenon called, “comfortable fictions” and explains it as “the belief that all peoples in the United States enjoy equal opportunities and are treated fairly, regardless of race, color, creed, religion, national origin, gender, sexual orientation, age, marital status, or disability.” As your professor, I will do my best to remember that all of us are at different levels of understanding and ability to cope/react to these “comfortable fictions.”
One way to approach these comfortable fictions is through the use of critical thinking skills or what Hooks (1992) calls “fierce critical interrogation.” I understand both of these terms to mean a process of inquiry…understanding where we have come from and where we want to go. Some of the questions you might raise are, what experiences have I had so far, what might be a new experience? What kinds of books or articles have I read? What do I learn from my friends and the new people I meet? Do I have friends, or people I know who have different opinions or experiences from my own?
Assignment #1: Flashes of Brilliance & Goals/Who I am Paper
You will be required to submit a Goals & Who am I short paper early in the semester, plus two Flashes of Brilliance. (See Class assignments for due dates.)
Goals & Who I am short Paper: Write about a 2-page reflection regarding the experiences/factors that have influenced “who you are today.” This reflection can include such factors as, religion and/or spirituality, education, class, race, ethnicity, family, travel, or others.) Also include what your goals are for this class and your future career plans. (Keep a copy of your paper because it will not be returned to you. It will be used to contrast and compare with your final “where I am now” paper.)
Flashes of Brilliance are your thoughts on issues that are brought up in class or in your readings. It can be about a personal experience, an insight, a frustration, something in class you would like to have happen or change. To accumulate points in this area, “flashes” need to be handed in on time, be understandable, and demonstrate some aspect of reflection in your comments. You will not be graded on being agreeable/or disagreeable. Limit your flashes to about a half page. They can be hand-written (if I can read your writing) on 8x10 paper. These flashes will help me to get to know you, give you an opportunity to intentionally reflect on class, and provide me with feedback on the direction of class and your experiences.
You are required to do 2 Flashes on the dates that are listed on the syllabus. Flashes will be divided by your last name and separated by A-M and N-Z.
Assignment #1 is linked to this class because it is classified as a Manresa Project Class. “Manresa gets its name from the city in Spain where St. Ignatius wrestled seriously with the question of how he wanted to live his life. In Manresa, Ignatius claimed to have discovered what he was meant to do with his life, and that’s where he began his ministry. The name Manresa is thus meant to invoke the discernment that results from calling on one’s relationship with God to help in making decisions.”
Through your “who I am” paper and this class, I hope it helps you to assess your skills and abilities and to consider how they might be used to pursue justice either within or outside of the framework of social welfare. Your career choice can be considered your “vocation or calling.”
Assignment #2: Visit to a Social Welfare Agency & Written Report –Due: April 3rd.
1. Choose a social welfare agency of interest to you (that we haven’t visited or had a guest speaker). Interview a social worker, an advocate, human services worker, or administrator at the agency.
2. Find out the person’s educational background, i.e., BA, MSW. Ask them to comment on how and whether their academic background prepared them for this position.
3. Ask questions that will help you understand that person’s role and work activities within the agency. Find out what causes the person satisfaction or frustration in their job. Ask other questions, relating to class discussion or to your personal interests.
4. Interviews can be completed in small groups, but you must write you own report.
5. Find out this person’s perspective on justice. Do they feel they work for justice in their position?
6. Turn in a 2-3 page typed report summarizing this agency visit. On the heading of your report, list
the name of the person you talked with, include his/her educational credentials, the name &
address of the agency, date of the interview. In your report include responses to the above outline
and any other areas of interests that were discussed.
Assignment #3 - Service Learning Sign-ups. During Sign-up Night, you will select a site and complete a Service Learning Contract with your selected agency. There will be Service Learning orientation sessions, as well as your agency’s orientation session.
Requirements of Service Learning:
1. Participate in Service Learning Project, for a minimum of 16 hours/semester, but you must continue your commitment throughout the semester.
2. Keep track of your hours and activities by using the Service Learning form. (SL form must be signed by your supervisor and handed in by Dec. 2nd.)
3. Write a 5-6 page summary of your experience doing SL. This summary must include:
Why you chose the SL site.
The types of activities that you were assigned.
The types of social problems/issues you faced.
Explain the linkages between these experiences to class readings and discussions.
Discuss any types of justice issues that arose in this setting.
4. At the end of the paper, include a few paragraphs discussing “Who you are now” as a result of
integrating your experiences in SL with class discussion and assignments and whether your goals
for this class were met.
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If You are Unable to do SL: Optional SL Alternative Project is outlined below.
1. Chose a social problem/issue that interests you. Explain why you have chosen this issue and
summarize any current knowledge or opinions you have regarding this issue.
2. Go to the Memorial Library Current Periodical Section and complete the following two assignments each week:
A. Read a newspaper report (dates from each week) that pertains to your topic AND…
B. Read a scholarly article from one of the social science (i.e., sociology, criminology, social work) journals related to your topic. (Only two of your summaries can be from on-line entries.)
3. Complete a weekly log, including a complete citation of the newspaper article and the scholarly journal. Summarize the main points of the article and give your opinion of the article.
4. You will need to submit 8 typed log entries/summaries of the article and your opinion about the article by the end of the semester.
5. In addition to the 8 logs, write a 2-3 page paper. Summarize what new information you now have regarding your topic. In addition, include a few paragraphs regarding “Who you are Now.” whether your goals for this class have been met.
6. All your work must be typed and well written.
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COURSE OUTLINE & SCHEDULE OF ASSIGNED READINGS (The sources and pages for all readings are given and should be completed before class time. Guest speakers will be scheduled throughout the semester.)
Aug 26 Introduction to course and requirements.
Aug 28 What is Social Welfare? Service Learning Representative here.
On Electronic Reserve: “Standing in the Wrong Line,” pp. 160-163. (Be prepared to
discuss this reading in class.)
Sept 2 On Reserve: Social Welfare: A System’s Response to Personal Issues & Public Problems, pp. 23, 24-43. Text: pp. 17-19.
Sept 4 Social Welfare History continued. Video: The Women of Hull House (Jane Addams).
On Reserve: How Did We Get from Here from There? pp. 48-61 & Text: pp. 31-36.
Sept 9 Guest Speaker: Heather Dummer, Advocate for Hunger Task Force, 2001 S. Hawley
St., Milwaukee 53214.
Sept 11 Text: TANF (Temporary Assistance for Needy Families), pp.273-275.
Assignment due: “Goals & Who I Am Paper.”
Sept 16 Social Welfare, Social Work & Related Professions. Relating Social Welfare to Social Work? Text: Defining Social Work as a Profession, pp. 20-24 & 36-56. On Reserve: “The Chosen Path,” pp. 10-13.
Check out this website: or
Sept 18 On Reserve: Social Work Practice, pp. 101-104, “Celebrating Dorothy Day,” pp. 7-11.
Introduction of Social Welfare & Justice major.
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Sept 23 Exploring Values. Social Work, Personal, Spiritual, & Societal Values.
Text: pp. 109-133 & 179-184.
Handouts: “Preferential option for the poor,” from Catholic Social Teaching. The Diversity Golden Rule.
Sept 25 Values (cont.). Video: Affluenza.
Assignment Due: Flashes for Last names: A-M.
Sept 30 What is Justice? Text: pp. 135-139.
On Reserve: Spohn, “The University that Does Justice,” p. 4-12.
Oct 2 Social Injustice and the ISMS? Cultural Diversity and Cultural Competence.
Text: pp. 139-159.
Assignment Due: Flashes for Last names: N-Z.
Oct 7 What is Power/Empowerment? How do you use Power?
On Reserve: “Power,” pp. 38-49.
Oct 9 Exam #1.
Oct 14 Defining Poverty/Perspectives on Poverty. Text: pp. 282-291.
Poverty Guidelines. Use website: and look for the 2003 HHS Poverty Guidelines. Catholic Campaign for Human Development website: or review: oncampus/life-on-the-line.asp
Handout: Economic/Community Development, Video: New Bethel Tape.
Midterm Break: Oct. 16-17th.
Oct 21 Poverty, The Working Poor & Homelessness. Text, pp. 291-296. (Homelessness).
Begin reading, Ehrenreich, Nickel & Dimed, pp. 1-10, Choose a location, Serving in Florida, Scrubbing in Maine, Selling in Minnesota, pp. 193-221.
Video: Ehrenreich’s Nickel & Dimed.
Oct 23 The Family. Text: pp. 356-367.
Oct 28 Services for Older Adults, pp. 426-442.
Oct 30 Schools & Youth. Text, pp. 393-404 . Assignment Due: Flashes for A-M.
Nov 4 Schools & Youth (cont.)
On Reserve: “Resilience in Children,” pp. 1-10.
Nov 6 Child Maltreatment/Abuse. Text: pp. 368-393.
Assignment Due: Flashes for Last names: N-Z.
Nov 11 Child Maltreatment/Abuse (cont.)
Assignment Due: Social Welfare Agency Visits Reports
Nov 13 Mental Health Care. Text: pp. 340-347.
Nov 18 Mental Health Care (cont.)
Video: Wisc. Correctional Services. On Reserve: Reconciling Western Treatment & Traditional Healing, pp. 5-31 (integrating mental health and Anthropology).
Nov 20 Intimate Partner Violence. (Victim Services/Pre-MSW). Text: pp. 414-426, Victim Assistance Programs & Meditation Programs. Text: pp. 305-311.
Nov 25 On Electronic Reserve: “Criminal Injustice,” pp. 1-22.
Video: Tough Guise.
Thanksgiving Break: Nov 26-30
Dec 2 SCOT Evaluations. (Student Commentary on Teaching)
What is your role/leadership?
Discussion: Ehrenreich’s Nickel & Dimed.
Service Learning Hours form due at class time.
Dec 4 Last class. Final comments.
Service Learning Papers due.
Final Exam: Tuesday, Dec. 9th, 1-3 PM.
This class will use BLACKBOARD.
Blackboard uses web-based materials, announcements and interactive communication as a part of the course. In order to access Blackboard for this class, you must enroll in Blackboard. Use Marquette’s Blackboard gateway page at to enroll. This gateway page will give you directions regarding how to create a new account if you have never used Blackboard before. If you already have an account, you do not need a new one, but the gateway page will assist you in enrolling in this class. If you need additional help, contact the Help Desk at 288-7799 or e-mail helpdesk@marquette.edu
Quotes for people working for justice:
Sure, the world is full of trouble. But as long as we have people undoing trouble. We have a pretty good world. (Helen Keller)
The more you can increase fear of drugs and crime, welfare mothers, immigrants and aliens, the more you control the people. (Noam Chomsky)
I don’t want to live in a world where caring about your profession is considered either quaint or eccentric. (From “Judging Amy,” a popular T.V. show that features a CPS worker and Juvenile Justice Judge.)
Coordinating Study Abroad & Social Welfare & Justice Major:
The SOWJ major is a flexible major and one that could be enhanced by study abroad. If you are interested in this possibility, contact the Study Abroad Coordinator (Kristen Michelson) in the College of Arts & Sciences, Marquette Hall, room #208, 288-7059. It is always important to discuss plans early in order to ensure that all your required courses are available in time to graduate on schedule.
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