Florida International University School of Social Work SOW 6236 Social Welfare Policy and Services II Fall Semester, 2021

1 Florida International University School of Social Work SOW 6236 Social Welfare Policy and Services II Fall Semester, 2021 Instructor: Telephone: E-mail: Office Location: Class Location: Office Hours: Website: Richard Beaulaurier, Ph.D., M.S.W 305-348-5876 beau@fiu.edu (Note: put SOW 6236 in subject line); When possible, please send messages through Canvas AHC5 – 572 OE 100 Immediately after class for two hours Other times can be scheduled http://beau.fiu.edu CATALOG DESCRIPTION This course offers students the opportunity to gain in depth knowledge about social welfare policymaking processes and their impact on the social service delivery system COURSE PRE/CO-REQUIREMENTS The Pre-requisite Course for SOW 6236 is: SOW 5235: Social Welfare Policy and Services I and 2nd year MSW or advanced standing COURSE DESCRIPTION The course will consider social welfare policies in health, mental health, and substance abuse Students will analyze the current social work delivery systems and consider the ramifications of reform proposals Attention will be paid to the development and implementation of social welfare policies at the various governmental levels and the private sector The course will examine the formation and delivery of health, mental health, and substance abuse services to various identifiable population subgroups (e.g families, children, and the elderly) EDUCATIONAL OBJECTIVES To provide students with the skills to: Identify the social welfare policies that permit the development of health, mental health, and substance abuse social services with identifiable population subgroups (e.g., families, children, the elderly) (PBs 42, 56) Critically analyze the efficacy of social service delivery systems This includes making recommendations for policy-related changes that would improve the social welfare and health of disadvantaged populations (PBs 42, 48, 49, 50, 57, 58, 59, 68) Analyze and evaluate intended and unanticipated effects of social welfare policy on racial, ethnic, religious, disabled, and gay and lesbian client groups (PBs 49, 50, 55) Select and apply advanced social work research methods to establish the evidence base for appropriate social welfare policy for at risk population groups (PB 51) Synthesize research, policy, and practice to develop an approach for addressing a specific problem in service delivery affecting disadvantaged groups that is guided by professional standards and ethics (PBs 43, 48) CSWE Educational Policies and Practice Behaviors Related to Course Objectives, Learning Outcomes, and Assignments/Exams The School of Social Work is fully accredited by the Council on Social Work Education (CSWE) Required courses in the curriculum must be compliant with CSWE’S Education Policies and Accreditation Standards (EPAS) Each course objective, learning outcome, and assignment/examination must be linked to educational policies and specific practice behaviors (PB) Each PB will be assessed in this course to ensure you are achieving competency Below is a list of the educational polices and PB that are assessed in this course The complete EPAS can be found in your student handbook Core Competencies 1– Demonstrate Ethical & Professional Behavior Behaviors Dimensions 34 Understand and identify professional strengths, limitations, and challenges Knowledge Cognitive and Affective Processes Skills Values 35 Apply ethical decision-making skills to issues specific to clinical social work 36 Recognize and manage personal biases as they affect the therapeutic relationship in the service of the clients’ well-being Assignments Discussion board Discussion board Discussion board White paper Discussion board 39 Research historical contexts and Knowledge intersectionality of clients’ Skills identities Values 40 Apply knowledge of diversity and differences to enhance the effectiveness of clinical practice 2, 3, White paper Issue paper Discussion board White paper Discussion board Knowledge Skills Cognitive and Affective Processes Values 37 Engage in reflective practice Skills and demonstrate professional use of Cognitive self with clients and Affective Processes 38 Communicate professional clinical judgments in oral, written, and electronic format – Engage diversity and difference in practice Ed Objectiv es Skills Cognitive and Affective Processes Skills Values Knowledge 3 – Advance human rights and social, economic, and environmental justice – Engage in researchinformed practice and practiceinformed research 41 Understand how sociocultural contexts influence definitions of psychopathology, risk factors and resilience Knowledge Values Cognitive and Affective Processes Discussion board 42 Use knowledge of the effects of oppression, discrimination, and historical trauma on client and client systems as well as the resilience of client and client systems to guide treatment planning and intervention 43 Apply advocacy strategies designed to eliminate oppressive structural barriers and promote equitable access to services and resources Knowledge Skills Values Cognitive and Affective Processes Skills Values Knowledge Cognitive and Affective Processes 1, 2, 3, 4, White paper Issue paper Discussion board 2, 3, 4, White paper Issue paper Discussion board 44 Use the evidence-informed process in clinical assessment and intervention with clients Knowledge Skills Values Cognitive and Affective Processes Knowledge Skills White paper Issue paper 2, 3, 5, White paper Issue paper 2, 3, 5, White paper Issue paper 45 Use research methodology to evaluate clinical practice effectiveness and/or outcomes – Engage in Policy Practice – Engage with 46 Advocate with and inform administrators and legislators to influence policies that affect clients and services Knowledge Values Skills Cognitive and Affective Processes 47 Communicate to stakeholders Skills the implication of policies and Knowledge policy change in the lives of clients Cognitive and Affective Processes Values 48 Develop a culturally responsive therapeutic relationship Skills Values Individuals, Families, Groups, Organizations , and Communities 49 Establish therapeutic relationship that encourages clients to be equal participants in the establishment of treatment goals and expected outcomes 50 Attend to the interpersonal dynamics and contextual factors that potentially impact the therapeutic alliance Skills Cognitive and Affective Processes Skills – Assess Individuals, Families, Groups, Organizations , and Communities 51 Use multidimensional biopsycho social-spiritual assessment theories and diagnostic classification systems in the formulation of comprehensive assessments 52 Identify and articulate clients’ strengths and vulnerabilities while recognizing the role of historical contexts and intersectionality of clients’ identities Knowledge Skills Cognitive and Affective Processes Knowledge Skills Values Cognitive and Affective Processes Skills Values Cognitive and Affective Processes Skills Cognitive and Affective Processes Values Knowledge Skills 53 Assess clients’ readiness for change 54 Assess clients’ coping strategies to reinforce and improve adaptation to life situations, circumstances, and events 55 Select and modify appropriate intervention strategies based on continuous clinical assessment 56 Use differential diagnosis 57 Utilize knowledge of psychotropic medications that are typically used in treatment of mental health disorders including expected results and side effects Skills Knowledge Knowledge Skills Cognitive and Affective Processes Values 1, 2, 3, 4, White paper Issue paper Discussion boards – Intervene with Individuals, Families, Groups, Organizations , and Communities – Evaluate Practice with Individuals, Families, Groups, Organizations , and Communities 58 Critically evaluate, select, and apply best practices and evidenceinformed interventions 59 Demonstrate the use of appropriate clinical techniques for a range of presenting concerns identified in the assessment, including crisis intervention strategies as needed 60 Collaborate with other professionals to coordinate treatment interventions 61 Evaluate the strengths and weaknesses of multiple theoretical perspectives and choose interventions that are culturally responsive to clients’ identities and situations 62 Use clinical evaluation to analyze and report treatment outcomes and apply evaluation findings to improve clinical practice 63 Ensure that historical contexts and intersectionality of clients’ identities are integrated in the evaluation process Knowledge Skills Values Cognitive and Affective Processes Skills Values Cognitive and Affective Processes Skills Knowledge Skills Values Cognitive and Affective Processes Skills Cognitive and Affective Processes Knowledge Values Cognitive and Affective Processes Course Format: Hybrid This course was originally conceived as a hybrid course with about half the class occurring asynchronous online, and half face-to-face in the classroom Asynchronous, online components will be comprised primarily of readings, videos and discussion boards in Canvas Synchronous classroom meetings will be held for 60 to 90 minutes each week starting at the listed class time Required and Recommended Texts/Materials Required There is one required text for this course: Jansson, B S (2019) Social welfare policy and advocacy (2nd ed.) Los Angeles, CA: Sage (ISBN 9781506384061) All other reading material will be provided to you All or most will be available through the instructor’s website Directions for accessing the site will be provided during the first session of class (http://beau.fiu.edu) COURSE ASSIGNMENTS Policy Papers (70%) (PB 1, 4, 8, 10, 11, 12, 13, 14, 18, 25, 48, 49, 50, 55, 56, 57, 58, 59, 68): Assignments are designed to monitor your understanding of the course material and to assist you with integrating reading material with what you learn through in-class lectures and discussions As part of your final grade, you will have to hand in two papers that focus on a specific health policy area These papers should be completed as follows:  Health Issue Paper (30%): For this paper, you will write an 8-10 page paper on a health issue that requires or has required a policy response o This paper will be graded using the following equally weighted criteria:  Inclusion of the historical background of the issue,  You should focus on recent history to the extent possible What has happened within the last few years that has made this topic important now? What are the recent developments that have led to this being an issue that we need to something about now? Do not be tempted to go back to the beginning of time here Decision makers are generally most interested in what actions, events or trends have given this issue urgency such that they need to act right away  Description of the current context of the issue  What is being done to address the issue right now? What is making it worse? What are the factors in the present that decision makers will need to deal with to tackle this issues right now?  Use statistics to document who and how people are effected Answer questions about… o Who is effected? o How much are they effected? o What is the trend? (And how bad or good will it get?)  Identification of the stakeholders related to the issue  Who stands to gain by the present situation, and who will lose out if it changes?  Who is suffering now and will stand to gain if the situation changes  What organized groups support changes? What organized groups oppose them?  Who is it necessary to engage in order to create change on this issue?  Focus on large, direct effects, particularly to organized groups  Who can policy makers rely on as support or opposition to any changes that might be proposed?  Use of high quality citations to support the paper  No paper receives a good grade without peer reviewed sources  All papers that rely primarily on websites get a poor grade  News outlets can give an indication of who and what is important on an issue, but are a poor sources of fact Old newspaper articles are a terrible source of fact Generally they are not sufficient to site for fact  Only a few government and independent websites produce reports that are reasonable sources of fact, though generally not as good as peer reviewed journal  articles The instructor will discuss this in class, and provide examples of good and bad sites  Be very aware of what you read Your value to decision makers is almost entirely based on the quality of information that you can provide Health Policy White Paper (40%): o A policy white paper is a persuasive essay that uses facts and logic to promote or oppose a policy or policy change White papers are used by policy advocates as a clear statement of their position on why a policy should be implemented, changed or blocked They are a tool for clearly articulating the desired policy, the reasons for it, and the opposition to it, as well as the advocate’s position Thus, while it is expected that policy papers will take a position, it is also important that (a) the position they take be well reasoned, and (b) they be fair o Politicians generally have at least three questions when it comes to policy changes: (1) Why is this policy or policy change a good (or bad) idea Who will be pleased with this policy or policy change, and why? Who will be unhappy with this policy change, and why o The quality of your white paper will be judged on the following criteria:  Clear and concise statement of the policy or policy change that you support or oppose  The fairness of your reasoning  The persuasiveness of your conclusion  Quality of your facts and evidence o Each of the four qualities above will be weighted equally in grading your white paper  Clarity: A white paper is seeks the implementation of a new policy, a change in an existing policy or opposes such an implementation or change You will need to be clear and specific about exactly what policy or change you favor or oppose However, most policy issues are complex and easily jumbled with a lot of other issues that, while important, are not the main focus of your intended policy change Clear papers keep the reader focused on the change that is proposed or opposed, without digressing or distracting with issues that are not the main focus  Fairness: Most policies and policy changes are not perfect Of course you need to clearly give the reasons for your viewpoint What is more difficult, is explaining the logic of the people who oppose your viewpoint Even the best policies have arguments against them as well as arguments for them In most cases you will be arguing that on balance policies you advocate for are good ideas and those you oppose are bad ideas Beyond that elected officials represent ALL of their constituents, not just the ones who agree with you Fairness means that you show why someone might oppose a policy you favor or favor a policy you oppose, and why this position seems reasonable them It is critical to policy makers to know all sides of the issue  Persuasiveness: On most issues there are three kinds of people: (1) the kind that are totally in favor of your viewpoint, (2) the kind that are totally opposed to your viewpoint and (3) the kind that could be persuaded either way Your whitepaper targets this last group The main question in persuasiveness is whether an open minded reader, after reading your paper, is likely to be persuaded to adopt your viewpoint To persuade the reader your logic needs to be clear, and lead to your viewpoint as a clear conclusion It also has to be timely There is an old saying that “no one invests in a sinking ship.” It does not matter how clear your logic, nor how compelling your argument if you cannot show that there is sufficient support for your viewpoint to carry 8 Quality: No matter how good your reasoning your argument will fall apart if your evidence is questionable Use facts and figures, and get them from the best possible, and most recent sources Accurately cite your sources Avoid polemic sources Do not use websites as sources o White papers are generally concise Papers longer than 15 pages will not be accepted o You will be asked to submit a hard copy and an electronic copy (email is acceptable for the electronic copy) by the beginning of class on the due date o See the suggested outline for the Policy White Paper at the end of this syllabus There are other formats that will work for the white paper, but the suggested outline should help you achieve the four graded criteria of clarity, fairness, persuasiveness and quality  Policies or policy changes that you oppose or support may be taken from any of the following areas:       Long-term care Health insurance Obesity Hunger HIV/AIDS Immigration    Substance abuse (tobacco, alcohol, licit or illicit drugs) Health issues affecting a specific population (children, homeless, elderly, GLBT, etc.) Other policy area (must be approved by instructor) Discussion Boards (20%) (PB 8, 10, 11, 12, 13, 14, 18, 25, 42, 48, 55, 58): Students must make two comments about the readings or other materials (e.g videos) assigned for that week A question may be substituted for a comment Students must also make comments on at least two other students’ posts on the discussion board for that week To receive full points student must the above on at least 12 discussion boards by 11:59 PM the night before a scheduled class Note: It is perfectly acceptable to indicate that you like or dislike an article or a comment, or that you agree or disagree However, that is not a sufficient response unless you clearly say why Synchronous Class Participation (10%): The course relies heavily on the participation of class members and the quality of discussion To receive full credit for class participation you must:  be present for the full class sessions  participate in synchronous class discussion and other class activities  To receive full points students must be present for at least 10 synchronous class sessions Expectations for Discussion and Participation Many of the topics for this class are controversial So much so that students, their families or their clients may have directly benefitted or suffered under policies that will be discussed Students may well have a range of knowledge, emotion and opinions regarding policy topics For these reasons it is imperative that students remain respectful in discussion Please use the following guidelines  Consider all viewpoints welcome—particularly those that differ from your own  Keep discussion respectful  Avoid logical fallacy especially ad hominem  Whenever possible, use facts to make your case  Be prepared to cite your sources  Be prepared to say why you hold an opinion There is no expectation that you will have opinions that are the same as the instructor or other students in the class However, you will be expected to clarify the reasoning behind your opinion As a citizen you are entitled to your opinion As a professional, however, you will be expected to have opinions that are based on sound reasoning, fact and the best available evidence General expectations and policies specific to your assignments:  Late Assignments: An assignment/take-home exam is late if it is not submitted on the due date at the beginning of class One half grade point will be deducted for late assignments  Assignments will stress critical thinking and writing Your work should reflect original ideas and concepts that you can explain and justify based on the material presented in the course An assignment that consists mostly of cut and pasted material from other authors will be considered plagiarism  Assignments are to be grammatically correct, free from typographical errors, and consist of language that is appropriate for a college-level assignment (no slang, cursing, etc.)  Students found to have cheated and/or plagiarized will receive an F for the assignment and/or course This includes, but is not limited to: o Submitting an assignment completed (partially or entirely) by someone other than you o Completing an assignment for someone else to submit as their own work o Using someone else’s ideas and/or arguments without giving him or her adequate credit o Obtaining or providing assistance on academic work that is expected to be completed independently o Reporting false data or information  For help with the above guidelines you may want to consult the readings section of the instructor’s website Calculation of Final Grade The instructor uses a spreadsheet to calculate the final grade All assignments are converted to grade points on a four point scale exactly like the one FIU uses to calculate your grade point average Grade points: A 4.00 B- 2.67 D+ 1.33 A- 3.67 C+ 2.33 D 1.00 B+ 3.33 C 2.00 D- 0.67 B 3.00 C- 1.67 F 0.00 The grade points for each assignment are weighted by the percentage they are worth of the final grade Thus if a student had 8+ grade for summaries, 8+ grades for participation, a 3.5 grade on the first paper, and a 3.8 grade on the final paper, the final grade for this student would be calculated as follows: 10 (4 x 1) + (4 x 2) + (3.5 x 3) + (3.8 x 4) = 3.77 Since 3.77 is closer to 3.67 than to 4, this student would receive an A- for the course To calculate participation and summary scores lower than 8, the instructor calculates percentages and then assigns the appropriate grade point, using the standard university conversion: A 93-100 B- 80-82 D+ 67-69 A- 90-92 C+ 77-79 D 64-66 B+ 87-89 C 73-76 D- 60-63 B 83-86 C- 70-72 F 59 & below Thus: 8+ = 100%, an A translates to 4.00 7+ = 88%, a B+ translates to 3.33 6+ = 75%, a C translates to 3.00 5+ = 63%, A D- translates to 0.67 Anything below 5+ receive a RELIGIOUS HOLIDAYS The instructor will abide by the University’s policies on religious holidays as specified in the University Catalogue and the Student Handbook Any student may request to be excused from class to observe a holiday of his or her faith DISABILTY If there are any adjustments to the course that you feel would be helpful to accommodate your disability, please discuss them with the instructor RESPECT FOR DIVERSITY The instructor intends this class to be a safe space for all students regardless of their disability, mental health status, gender expression, sexual orientation, age, religion, language, ethnicity, race or culture We will discuss these issues frankly and openly in class However, all discussion should be characterized by respect for the differences of others and an openness to learning 11 Tentative Class Schedule and Topics week Module Class Topic Readings or other Materials Section I: Health, Health Policy, and Health Care Course Orientation and format  Introduce students to format and resources for the course Introduction  Review legislative policy making from first ~ Basic Policy Concepts year policy course ~ American Government  View Youtube Videos ~ Policy Arenas part U.S Health Policy and  Jost, T S (2012) An Affordable Care Act Services at Year Journal of the American Medical ~ Types of health policies Association, 313(17), 1709-1710 ~ Official actors in the  Mariner, W K., Glantz, L H., & Annas, G policymaking process J (2012) Reframing Federalism: The ~ Setting the agenda for health Affordable Care Act (and Broccoli) in the policy Supreme Court New England Journal of Medicine, 367(12), 1154-1158  Mortimer, D., & Peacock, S (2012) Social welfare and the Affordable Care Act: Is it ever optimal to set aside comparative cost? Social Science & Medicine, 75, 1156-1162 part Context and Issues in U.S Health Policy and Services ~Managed health care services ~SW and health ~ Policy making in the U.S     part Advocacy and Modifying Health Policy ~ Analyzing policy ~ Modifying policy ~ Lobbying and social work    Olson, L K (2015) The Affordable Care Act and the Politics of the Medicaid Expansion New Political Science, 37(3), 295-320 Soubly, D M., (2017) ‘Through the lens of advocacy’: Will the Affordable Care Act ‘explode’ from executive action? Benefits Law Journal, 30(4), 55-81 Rulli, T., Emanuel, E J., & Wendler, D (2012) The Moral Duty to Buy Health Insurance Journal of the American Medical Association, 308(2), 137-138 Andrews, C M., Darnell, J S., McBride, T D., & Gehlert, S (2013) Social work and implementation of the Affordable Care Act Health and Social Work, 38(2), 67-71 Jansson Chapter Eversman, M H., & Bird, J D P (2017) Moral panic and social justice: A guide for analyzing social problems Social Work, 62(1), 29-36 Wilson, C E., (2017) Repealing the Affordable Care Act essential helath benefits: Threats and obstacles American Journal of Public Health, 107(8) 1225-1226 12  McMorrow, S (2021) Stabilizing and strengthening the Affordable Care Act: Opportunities for a new administration Journal of Health Politics, Policy and Law, 46(4), 549-562 Section II: Special Topics in Social and Health Policy Advocacy Comparative Health Care  Eissler, L A., & Casken, J (2013) Seeking Policy Health Care Through International Medical ~ Influences of health care Tourism Journal of Nursing Scholarship, systems 45(2), 177-184 ~ International issues in health  Okma, K G H., & Marmor, T R (2013) care Comparative studies and healthcare policy: learning and mislearning across borders Clinical Medicine, 13(5), 487-491  McNeil, D D (2010, June 4) A poor nation, with a health plan, The New York Times Discussion of Final Paper  Advocacy for Racial and Ethnic Justice   Advocacy in Field of Aging 10 Advocacy In the Childern and Families Sector     Rahman, K S., & Simonson, J (202) The institutional design of community control California Law Review, 108(679-744) Poteat, T., Millett, G A., Nelson, L E., & Beyrer, C (2020) Understanding COVID19 risks and vulnerabilities among black communities in America: the lethal force of syndemics Annals of Epidemiology, 47, 13 Michener, J (2020) Race, politics, and the Affordable Care Act Journal of Health Politics, Policy and Law, 45(4), 547-566 Jansson Chapter Beaulaurier, R L., & Taylor, S H (2001) Dispelling fears about aging with a disability: Lessons from the disability rights community Journal of Gerontological Social Work, 35(2), 81-98  Koenig, T.L., Chapin, R., & Spano, R (2010) Using multidisciplinary teams to address ethical dilemmas with older adults who hoard Journal of Gerontological Social Work, 53(2), 137-147 Jansson Chapter 11 Vesneski, W., Killos, L., Pecora, P J., & McIntire, E (2017) An analysis of state law and policy regarding subsidized guardianship for children: Innovations in permanency UC Davis Journal of Juvenile Law and Policy, 21, 13  11 Advocacy in the Field of Immigration 26-75 Okpych, N (2012) Policy framework supporting youth aging-out of foster care through college: Review and recommendations Child and Youth Services Review, 34, 1390-1396     12 Advocacy in the Social Safety Net Sector and LGBTQ issues     13 Advocacy in the Field of Substance Abuse   Jansson Chapter 13 Wadhia, S S (2017) Is immigration law national security law? Emory Law Journal, 66, 669-696 Kocher, A (2017) The new resistance: Immigrant rights mobilization in an era of Trump Journal of Latin American Geography, 16(2), 165-171 PBS Frontline: Immigration Battle, October 20, 2015 (online video) http://www.pbs.org/wgbh/frontline/ film/immigration-battle/ Jansson Chapter Quinn, G P., & Sutton, S K (2015) Lesbian, Gay, Bisexual, Transgender, Queer/Questioning (LGBTQ) Perceptions and Health Care Experiences Journal of Gay & Lesbian Social Services, 27, 246– 261 Daniel, H., & Butkus, R (2015) Lesbian, gay, bisexual,and transgender health disparities: Executive summary of a policy position paper from the American College of Physicians Annals of Internal Medicine, 163, 135-137 U S Department of Justice, U S Department of Education (2016) Dear colleagues letter on transgender students Retrieved from http://www2.ed.gov/about/offices/list/ocr/l etters/colleague-201605-title-ixtransgender.pdf Abraham, A J., Andrew, C M., Grogan, C M., D’Aunno, T., Humphreys, K N., Pollack, H A., & PeterD.Friedman (2017) The Affordable Care Act transformation of substance use disorder treatment American Journal of Public Health, 107(1), 31-32 Wen, L S., Behrle, E B., & Tsai, A C (2017) Evaluating the impact of Affordable Care Act repeal on America’s opioid epidemic PLOS Medicine, 14(8), 1- 14  14 15 Kolodny, A., & Frieden, T R (2017) Ten steps the federal government should take now to reverse the opioid addiction epidemic Journal of the American Medical Association, 218(16), 1537-1538 Thanksgiving! No Class  Health policy paper is due Bibliography/Suggested Readings Andersen, R M., Rice, T H & Kominski, G F (Eds.) (2007) Changing the U.S Health Care System San Francisco: Jossey-Bass Baggett, T.P., O’Connell, J.J., Singer, D.E., & Rigotti, N.A (2010) The unmet health care needs of homeless adults: A national study American Journal of Public Health, 100(7), 1326-1333 Barusch, A S (2009) Foundations of Social Policy, 3rd ed Belmont, CA: Brooks/Cole Bernick, E M & Myers, N (2008) Treatment or placebo: Are state programs decreasing the proportion of uninsured? The Policy Studies Journal, 36(3), 367-384 Bhavsar, V (2008) Globalization: Mental health and social economic factors Global Social Policy, 8(3), 378396 Blank, R H & Burau, V (2007) Comparative health policy, 2nd ed New York: Palgrave MacMillan Bookman, M Z & Bookman, K R (2007) Medical tourism in developing countries New York: Palgrave Macmillan Broom, A & Tovey, P Men’s health: Body, identity and social context (pp 9-32) Chichester, West Sussex, UK: Wiley-Blackwell Brownell, K D & Horgen, K B (2004) Food fight The inside story of the food industry, America’s obesity crisis, and what we can about it New York: Contemporary Books Budrys, G (2005) Our unsystematic health care system 2nd ed Lanham, MD: Rowman & Littlefield Publishers, Inc Burton, S., et al (2006) Attacking the Obesity Epidemic: The Potential Health Benefits of Providing Nutrition Information in Restaurants American Journal of Public Health, 96(9), 1669-75 Cassady, D., et al (2006) The power of policy: A case study of healthy eating among children American Journal of Public Health, 96(9), 1570-71 Chae, D.H., Lincoln, K.D., Adler, N.E., & Syme, S.L (2010) Do experiences of racial discrimination predict cardiovascular disease among African American men? The moderating role of internalized negative racial group attitudes Social Science & Medicine, 71, 1182-1188 Chandra, A., Gruber, J., & McKnight, R (2011) The importance of the individual mandate – Evidence from Massachusetts New England Journal of Medicine, 364(4), 293-295Corrigall, J (2008) Global trade and mental health Global Social Policy, 8(3), 335-358 Druss, B G., & Bornemann, T H (2010) Improving health and health care for persons with serious mental illness: The window for US federal policy change JAMA: The Journal of the American Medical Association, 303(19), 1972-1973 Engel, J (2006) Poor people’s medicine Medicaid and American charity care since 1965 Durham, NC: Duke University Press Freudenberg, N., Daniels, J., & Crum, M (2005) Coming Home From Jail: The Social and Health Consequences of Community Reentry for Women, Male Adolescents, and Their Families and Communities American Journal of Public Health, 95(10), 1725-36 Frone, M (2006) Prevalence and Distribution of Alcohol Use and Impairment in the Workplace: A U.S National Survey Journal of Studies on Alcohol, 67(1), 147-56 15 Gard, M & Wright, J (2005) The obesity epidemic New York: Routledge Graham, H (2007) Unequal lives Health and socioeconomic inequalities New York: Open University Press Grant, J (2009) A profile of substance abuse, gender, crime, and drug policy in the United States and Canada Journal of Offender Rehabilitation, 48(8), 654-668 Harley, D A., Donnell, C & Rainey, J A (2003) Interagency collaboration: Reinforcing professional bridges to serve aging populations with multiple service needs Journal of Rehabilitation, 69(2), 32-37 Hopkins, L., Labonté, R., Runnels, V & Packer, C (2010) Medical tourism today: What is the state of existing knowledge? Journal of Public Health Policy, 31(2), 185-198 Hughes, D., Ullery, B.W., & Barie, P.S (2008) The contemporary approach to the care of Jehovah’s Witnesses The Journal of Trauma: Injury, Infection, and Critical Care, 65(1), 237-247 Iris, M., Ridings, J W & Conrad, K J (2010) The development of a conceptual model for understanding elder self-neglect The Gerontologist, 50(3), 303-315 Kane, R L & Kane, R A (2001) What older people want from long-term care, and how they can get it Health Affairs, 20(6), 114-127 Koenig, H G (2008) Medicine religion and Health West Conshohocken, PA: Templeton Foundation Press Marmot, M & Wilkinson, R G (2006) Social Determinants of Health 2nd ed New York: Oxford University Press McBride, D C., Terry-McElrath, Y., Harwood, H., Inciardi, J A & Leukefeld, C (2009) Reflections on Drug Policy Journal of Drug Issues, 39(1), 71-88 Moniz, C & Gorin, S (2010) Health and mental health care policy A biopsychosocial perspective, 3rd ed Boston, MA: Allyn & Bacon Moore, V R & Miller, S D (2007) Coping resources: Effects on the psychological well-being of African American grandparents raising grandchildren Journal of Health & Social Policy, 27(3/4), 137-148 Morgenstern, J., & Blanchard, K (2006) Welfare Reform and Substance Abuse Treatment for Welfare Recipients Alcohol Research & Health, 29(1), 63-67 Nelson, J (2003) Women of color and the reproductive rights movement New York: New York University Press Nichter, M (2008) Global health Why cultural perception, social representations, and biopolitics matter Tucson, AZ: The University of Arizona Press Nicholson-Crotty, J (2007) Politics, policy, and the motivations for advocacy in nonprofit reproductive health and family planning providers Nonprofit and Voluntary Sector Quarterly, 36(1), pp 5-21 Nicholson-Crotty, S (2007) The impact of program design on enrollment in state children's health insurance programs Policy Studies Journal, 35(1), 23-35 O’Connel, J J et al., (2010) The Boston Health Care for the Homeless Program: A public health framework American Journal of Public Health, 100(8), 1400-1408 Polsky, D., Sochalski, J., Aiken, L H & Cooper, R A (2007) Medical Migration to the U.S Trends and Impacts Philadelphia, PA: University of Pennsylvania Leonard Davis Institute for Health Economics Ramos, B M., Jurkowski, J., Gonzalez, B A & Lawrence, C (2010) Latina women: Health and healthcare disparities Social Work in Public Health, 25(3) 258-271 Ross, D C (2007) Medicaid documentation requirement disproportionately harms non-Hispanics, new state data show: Rule mostly hurts U.S citizen children, not undocumented immigrants Washington D.C.: Center on Budget and Policy Priorities http://www.cbpp.org/files/7-10-07health.pdf Rosser, S V (2009) Diversity and women’s health Baltimore, MD: Johns Hopkins University Press Rudolph, K., Standish, S Amesty, N.D Crawford, R.J Stern, W.E Badillo, A Boyer, D Brown, N Ranger, J.M Garcia Orduna, L Lasenburg, Sarah Lippek, and C.M Fuller (2010) A community-based approach to linking injection drug users with needed services through pharmacies: An evaluation of a pilot intervention in New York City AIDS Education and Prevention, 22(3), 238-251 Ruggiano, N (2012) Consumer direction in long-term care policy: Overcoming barriers to promoting older adults’ opportunity for self-direction Journal of Gerontological Social Work, 55(2), 146-159 16 Schonfeld, L., King-Kallimanis, B., Duchene, D., Etheridge, R., Herrera, J., Barry, K., & Lynn, N (2010) Screening and Brief Intervention for Substance Misuse Among Older Adults: The Florida BRITE Project American Journal of Public Health, 100(1), 108-14 Scriven, A & Garman, S (2007) Public health: Social context and action New York: Open University Press Seccombe, K., Hartley, H., Newsom, J., Hoffman, K Marchand, G C., Albo, C., Gordon, C., Zaback, T., Lockwood, R & Pope, C (2007) The Aftermath of Welfare Reform: Health, Health Insurance, and Access to Care Among Families Leaving TANF in Oregon Journal of Family Issues, 28(2), 151-181 Slayter, E M (2010) Disparities in access to substance abuse treatment among people with intellectual disabilities and serious mental illness Health & Social Work, 55(1), 49-59 Smart, J.F & Smart, D.W (2006) Models of Disability: Implications for the Counseling Profession Journal of Counseling & Development, 84, 29-40 Sowers, K M & Rowe, W S (2007) Social work practice and social justice From local to global perspectives Belmont, CA: Thomson Brooks/Cole Stolberg, S G (2010, April 16) Obama Alters Hospital Rules for Gay Rights The New York Times http://query.nytimes.com/gst/fullpage.html? res=9C07E2DA153BF935A25757C0A9669D8B63&ref=transsexuals Strax, T E et al., (2010) Aging and developmental disability Physical Medicine and Rehabilitation Clinics of North America, 21(2), 419-427 Swett, E A & Bishop, M (2003) Mental health and the aging population: Implications for rehabilitation counselors Journal of Rehabilitation, 69(2), 13-18 Torrone, E A., Levandowski, B A., Thomasa, J C Isler, M R & Leone, P A (2010) Identifying Gaps in HIV Prevention Services Social Work in Public Health, 25(3), 327–340 Varma, M K., Satterthwaite, M L., Klasing,A M., Shoranick, T., Jean, J., Barry, D., Smith Fawzi, M C., McKeever, J & Lyon, E (2008) Wòch nan soley: The denial of the right to water in Haiti Health and Human Rights, 10(2), 76-89 Wechsler, H., & Nelson, T (2010) Will Increasing Alcohol Availability By Lowering the Minimum Legal Drinking Age Decrease Drinking and Related Consequences Among Youths? American Journal of Public Health, 100(6), 986-92 World Health Organization (2002) Dying for change Poor people’s experience of health and ill-health Geneva, Switzerland: Author Yamin, A E (2009) Shades of dignity: Exploring the demands of equality in applying human rights frameworks to health Health and Human Rights, 11(2), 1-18 Young, V D & Reviere, R (2006) Women behind bars Gender and Race in U.S Prisons Boulder, CO: Lynne Rienner Publishers, Inc Oberlander, J (2003) The politics of health reform: why bad things happen to good plans? Health Affairs, W3, 391-404 Cook, D.M (2009) The Politics of Smoking in Federal Buildings: An Executive Order Case Study American Journal of Public Health, 99(9), 1588-1595 Okie, S (2005) Medical marijuana and the Supreme Court New England Journal of Medicine, 353(7), 648651 Enthoven, A C., & Fuchs, V R (2006) Employment-based health insurance: Past, present, and future Health Affairs, 25(6), 1538-1547 Hoffman, B (2003) Health care reform and social movements in the United States American Journal of Public Health, 93(1), 75-85 Sox, H C., (2008) Achieving a high-performance health care system with universal access: What the United States can learn from other countries Annals of Internal Medicine, 148(1), 55-75 Hernandez, M., & Fultz, S L (2006) Barriers to health care access In M D Shankle (Ed.) The Handbook of Gay, Lesbian, and Transgender Health Binghampton, NY: Harrington Park Press Anderson, L S (2009) Adding Players to the Game: Parentage Determinations When Assisted Reproductive Technology is Used to Create Families Arkansas Law Review, 62, 29-56 17 Suggested Outline for Policy White Paper FIU SOW 6236 Who am I writing for? Your target audience is an elected official who is about to make a decision regarding a policy issue that is important to you You can assume a certain level of governmental knowledge, but it is your job to fully brief the official so that they can make a well informed choice Format: Summary: A one paragraph description of the policy issue and a summary of your recommendation Why is this so important? What should be done about it? Current Situation The development of this policy issue, within a historical, political and factual framework Describe the issue in detail and then give the reader some background How long have people been working on this? Who is involved in this issue? What has been tried already? What is currently being done about it? Proposed changes An outline of the policy options which are being discussed What actions are being discussed (or enacted) to address this problem? Lay the options out, one by one, with a brief, un-biased description Effect of proposed changes An outline of the policy options which are being discussed How will each of the options change things? Will they work? Why or why not? Use studies and statistics (the best available factual information) to back up your case Political Implications A discussion of groups or individuals who are in support or in opposition Who loves it? Who hates it? Why they take these positions? Is there a compromise that might make everyone content? What will happen to the politician(s) you are trying to influence if they choose one side or the other? Who will they befriend? Who will they antagonize? Fiscal Impact A presentation of the potential costs and/or revenues which are associated with the policy issue How much will this cost? Where will it come from? Who will paying for it or lose budget as a result of it? What kind of secondary consequences are there for doing or NOT doing a particular option? Recommended Action Your recommendation to the policy maker about this issue What should we do? Why? Length: Maximum of 15 pages References: Cite in proper APA format The reference page does not count toward the page total  ...  part Advocacy and Modifying Health Policy ~ Analyzing policy ~ Modifying policy ~ Lobbying and social work    Olson, L K (2015) The Affordable Care Act and the Politics of the Medicaid Expansion... Health and socioeconomic inequalities New York: Open University Press Grant, J (2009) A profile of substance abuse, gender, crime, and drug policy in the United States and Canada Journal of Offender... aside comparative cost? Social Science & Medicine, 75, 1156-1162 part Context and Issues in U.S Health Policy and Services ~Managed health care services ~SW and health ~ Policy making in the U.S