MUST SO RESOURCES PROVIDED:

Learning Resources   Required Readings  Furman, R., Negi, N. J., Iwamoto, D. K., Rowan, D., Shukraft, A., & Gragg, J. (2009). Social work practice with Latinos: Key issues for social workers. Social Work, 54(2), 167-174. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2861823/    Liu, W. M., Pickett Jr, T., & Ivey, A. E. (2007). White middle-class privilege: Social class bias and implications for training and practice. Journal of Multicultural Counseling and Development, 35(4), 194-206.  Copyright 2007 by John Wiley & Sons. Used with permission of John Wiley & Sons via the Copyright Clearance Center.    Sherman, J., & Harris, E. (2012). Social class and parenting: Classic debates and new understandings. Sociology compass, 6(1), 60-71.   Note: Retrieved from Walden Databases.   Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013). Readings for diversity and social justice. (3rd ed.). New York, NY: Routledge Press.  •Chapter 26, (pp. 157–164) •Chapter 27, (pp. 164–171) •Chapter 28, (pp. 171–174) •Chapter 33, (pp. 190–192) •Chapter 40, (pp. 216–220) •Chapter 41, (pp. 221–225)  Plummer, S. B., Makris, S., & Brocksen S. M. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].  •”The Hernandez Family”  Required Media  Laureate Education (Producer). (2013). Hernandez Family (Episode 26) [Video file]. In Sessions. Retrieved from https://class.waldenu.edu     Note:  The approximate length of this media piece is 2 minutes.          Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript

Discussion 1

Income and wages are measurable indicators of how prosperity is distributed amongst social class. Wealth, often determined by an individual’s net worth (assets minus liabilities), is another indicator that is used to determine class. Wealth for working class families is measured by their cars, savings, and home. As people improve their social and economic standing, wealth may include things like stocks and bonds, commercial real estate, and expensive jewelry.  Wealth is an important indicator because it spans past, present, and future generations. For example, compare the children of parents who can save money and leave an inheritance with children of parents who economically struggle and have few assets to pass on to the next generation. Historically, the creation and accumulation of wealth provides evidence of the legacy of racism, sexism, and discrimination and their role in determining class. Black/African Americans, women, and Hispanic/Latinos have historically been denied the means to obtain assets and grow wealth. Consider the impact of chronic marginalization on the Black/African American community’s ability to build wealth. While the income gaps between various ethnic groups may be decreasing, the gap between assets remains wide. Data from the Pew Research center show that the median wealth of Caucasian households is 20 times that of Black/African American households and 18 times that of Hispanic/Latinos households in the U.S. (Pew Research Center, 2011).  Class extends beyond wealth and other financial indicators. Class also includes details like the amount of free time you enjoy (because you are not working three jobs to make ends meet) or feeling like there is a “right” way to speak and act in order to be heard. For this Discussion, analyze how classism has impacted your life.  By Day 3  Post an analysis of how classism has factored into your life. Then, explain a strategy you might use as a social worker to address the impact of class and class differences on the lives of your clients.

Discussion 2

Power, privilege, and classism are interconnected. The more privilege you enjoy, the more power you have to access opportunities that build wealth. The more wealth you can amass, the higher your social standing. It is important to note that having wealth is not an indictment. However, the privileges that have often led to inequalities in wealth distribution are real. As a social worker, you may find yourself working with clients who do not enjoy the privileges you knowingly or unknowingly enjoy. The more you understand your own relationship to power, privilege, and class, the better you will understand your clients’ realities. For this Discussion, review how classism is represented in the Hernandez family.  By Day 5  Post •An explanation of how classism is demonstrated in the Hernandez video. •Identify specific barriers to social services that the Hernandez family experiences because of their class status (e.g., working poor). •Explain how the intersection of class (e.g., working poor), ethnicity (e.g., Hispanic), and migration history (e.g., move from Puerto Rico to mainland) may further impact the Hernandez’s experience. •Identity 2-3 strengths in the Hernandez family. •Provide recommendations for how social workers might address issues of classism present in the Hernandez case. •Explain how recommendations would address class issues.

MUST USE RESOURES PROVIDED

Popple, P. R., & Leighninger, L. (2015). The policy-based profession: An introduction to social welfare policy analysis for social workers. (6th ed.). Upper Saddle River, NJ: Pearson Education.  •Chapter 6, “Fighting poverty: Temporary Assistance to Needy Families” (pp. 101-138)  Bentele, K. G., & Nicoli, L. T. (2012). Ending access as we know it: State welfare benefit coverage in the TANF era. Social Service Review, 86(2), 223–268.  Note: Retrieved from Walden Library databases.   Posiniewski, L. (2011). A unique approach to meeting the employment and training needs of food stamp recipients. Policy & Practice, 69(2), 14–15.  Note: Retrieved from Walden Library databases.   Plummer, S. -B., Makris, S., & Brocksen, S. (Eds.). (2014). Sessions: Case histories. Baltimore: MD: Laureate International Universities Publishing. [Vital Source e-reader].  •Part 1, “The Logan Family” (pp. 9–10)  U.S. Department of Health & Human Services. (n.d.). Office of Planning, Research & Evaluation. Retrieved November 14, 2013, from http://www.acf.hhs.gov/programs/opre/research    Required Media  Laureate Education (Producer). (2013). Sessions: Logan family (Episode 4 of 42) [Video file]. Retrieved from https://class.waldenu.edu       Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript     Discussion:  The Effects of Means-Tested Social Programs  What is welfare? When you hear the word “welfare,” do you picture images of individuals who are facing hard times? While there is more than one type of social program available in the United States to those who need it, social welfare programs like TANF provide assistance to families in need through government tax revenues. Programs like these are often referred to as “public assistance” or “means-tested programs.” These programs have eligibility criteria that are based on the individual’s or the family’s household income and assets. Do these types of programs exist in your state or region? If so, what are the criteria? If you encountered a client like Eboni Logan, from the Logan Family video, who soon will become a mother, how might you best assist her in obtaining benefits from these types of programs?  For this Discussion, review this week’s resources, including the Logan Family video case. Consider the means-tested programs that might be available to her in your state or region. Then, think about the likely long-term outcomes for Eboni and her child, if she chooses to parent. Finally, reflect on the state welfare policies that might help her manage the responsibilities of parenthood.  By Day 3  Post a brief explanation of the means-tested programs that might be available to Eboni. Be sure your answer is specific to the means-tested programs available in your state or region. Then, explain the potential long-term outcomes for Eboni and her child, if she chooses to parent. Finally, explain the state public assistance policies that might help Eboni manage the responsibilities of parenthood.   Support your post with specific references to the resources. Be sure to provide full APA citations for your references.  By Day 5  Read a selection of your colleagues’ posts.  Respond to at least two colleagues by explaining a change for which you might advocate with regard to the policy your colleague described. Then, explain what responsibility Eboni’s social worker has to identify lapses in services and advocate for policy changes.   Support your response with specific references to the resources. Be sure to provide full APA citations for your references.  Return to this Discussion to read the responses to your initial post. Note what you have learned and/or any insights you gained as a result of the comments your colleagues made.  Submission and Grading Information  Grading Criteria   To access your rubric:  Week 4 Discussion 1 Rubric    Post by Day 3 and Respond by Day 5  To participate in this Discussion:  Week 4 Discussion 1       Discussion 2: Welfare Programs  In the United States, there are many policies and programs in place to provide financial assistance to individuals in various ways. Some of these policies and programs include tax deductions for children, child care, mortgage interest, marital status, and/or student loans. These examples represent financial considerations the U.S. government provides to specific groups of people in society.  While many individuals appreciate the benefits of the policies and programs indicated earlier, there are many stereotypes associated with people who utilize certain public assistance programs like food stamps, subsidized housing, etc. It is important for social workers to understand the impact these stereotypes have on recipients of and service providers for such programs. Also, it is essential that you have the facts about social welfare policies in order to dispel the myths about recipients of assistance programs.  For this Discussion, review this week’s resources. Consider whether you think means-tested programs, such as the Temporary Assistance for Needy Families (TANF), Supplemental Nutrition Assistance Program (SNAP), and Supplemental Security Income (SSI), create dependency among its recipients. Then, think about how the potential perception of dependency might contribute to the stigma surrounding welfare programs. Finally, reflect on the perceptions you might have regarding individuals who receive means-tested welfare and how that perception might affect your work with clients.  By Day 4  Post an explanation of whether means-tested programs (TANF, SNAP, and SSI) create dependency. Then, explain how the potential perception of dependency might contribute to the stigma surrounding welfare programs. Finally, explain the perceptions you have regarding people who receive means-tested welfare and how that perception might affect your work with clients.   Support your post with specific references to the resources. Be sure to provide full APA citations for your references.  By Day 6  Read a selection of your colleagues’ posts.  Respond to at least two colleagues by explaining how social workers might help to alleviate the stigma based on the explanations your colleagues provided.   Support your response with specific references to the resources. Be sure to provide full APA citations for your references.  Return to this Discussion to read the responses to your initial post. Note what you have learned and/or any insights you gained as a result of the comments your colleagues made.  Submission and Grading Information  Grading Criteria   To access your rubric:  Week 4 Discussion 2 Rubric    Post by Day 4 and Respond by Day 6  To participate in this Discussion:  Week 4 Discussion 2       Week in Review  This Week you reviewed the appropriateness of means-tested programs in a social work case study based on your state or region’s welfare programs. You also explored societal and personal perceptions of recipients who participate in means-tested public assistance programs and considered social workers’ responsibility for social policy and service advocacy.  Next Week you will differentiate between Social Security and public assistance programs as you examine how these programs influence social perceptions and potentially create disparities. You will also explore causes of social problems and examine the theoretical explanations and approaches that are involved.  To go to the next week:  Week 5

Discussion 3

What is welfare? When you hear the word “welfare,” do you picture images of individuals who are facing hard times? While there is more than one type of social program available in the United States to those who need it, social welfare programs like TANF provide assistance to families in need through government tax revenues. Programs like these are often referred to as “public assistance” or “means-tested programs.” These programs have eligibility criteria that are based on the individual’s or the family’s household income and assets. Do these types of programs exist in your state or region? If so, what are the criteria? If you encountered a client like Eboni Logan, from the Logan Family video, who soon will become a mother, how might you best assist her in obtaining benefits from these types of programs?  For this Discussion, review this week’s resources, including the Logan Family video case. Consider the means-tested programs that might be available to her in your state or region. Then, think about the likely long-term outcomes for Eboni and her child, if she chooses to parent. Finally, reflect on the state welfare policies that might help her manage the responsibilities of parenthood.  By Day 3  Post a brief explanation of the means-tested programs that might be available to Eboni. Be sure your answer is specific to the means-tested programs available in your state or region. Then, explain the potential long-term outcomes for Eboni and her child, if she chooses to parent. Finally, explain the state public assistance policies that might help Eboni manage the responsibilities of parenthood.   Support your post with specific references to the resources. Be sure to provide full APA citations for your references.

Discussion 4

In the United States, there are many policies and programs in place to provide financial assistance to individuals in various ways. Some of these policies and programs include tax deductions for children, child care, mortgage interest, marital status, and/or student loans. These examples represent financial considerations the U.S. government provides to specific groups of people in society.  While many individuals appreciate the benefits of the policies and programs indicated earlier, there are many stereotypes associated with people who utilize certain public assistance programs like food stamps, subsidized housing, etc. It is important for social workers to understand the impact these stereotypes have on recipients of and service providers for such programs. Also, it is essential that you have the facts about social welfare policies in order to dispel the myths about recipients of assistance programs.  For this Discussion, review this week’s resources. Consider whether you think means-tested programs, such as the Temporary Assistance for Needy Families (TANF), Supplemental Nutrition Assistance Program (SNAP), and Supplemental Security Income (SSI), create dependency among its recipients. Then, think about how the potential perception of dependency might contribute to the stigma surrounding welfare programs. Finally, reflect on the perceptions you might have regarding individuals who receive means-tested welfare and how that perception might affect your work with clients.  By Day 4  Post an explanation of whether means-tested programs (TANF, SNAP, and SSI) create dependency. Then, explain how the potential perception of dependency might contribute to the stigma surrounding welfare programs. Finally, explain the perceptions you have regarding people who receive means-tested welfare and how that perception might affect your work with clients.   Support your post with specific references to the resources. Be sure to provide full APA citations for your references.  By Day 6