SOCW 6351 Social Policy and Welfare Change

SOCW 6351 Social Policy and Welfare Change

Table of Contents

Order ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

SOCW 6351 Social Policy and Welfare Change

1. Discussion 1

Respond to 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.

Discussion 1 Colleagues Post 1

RE: Discussion 1 – Week 4

Part of being an effective social worker is being aware and utilizing resource such as public assistance or means-tested programs. In the case of Eboni (2014), Eboni is a pregnant teen who is faced with the decision to terminate the pregnancy or become a teen mother.

In South Carolina, Eboni could be eligible for means-tested programs such as Temporary Assistance for Needy Families (TANF), Supplemental Nutrition Assistance Program (SNAP), Food and Nutrition Programs, Head Start, Special Supplement Nutrition Assistance Program for Women, Infants, and Children (WIC), Medicaid, and SC Voucher Program (DSS. SC.gov/assistance).

The temporary assistance for needy families (TANF) provides cash assistance, employment, and training services to individual while working towards financial stability. The TANF is available till Eboni’s child is five years old. Medicaid is a medical assistance program that require re-applying every six months (U.S. Government, 2018).

This medical assistance programs could be long term, as long as Eboni continues to fall under the income limit. WIC and SNAP are all food assistance programs that promote nutrition for individuals and families (U.S. Government, 2018).

SNAP could be a long-term program, as long as Eboni remains under the income limit, whereas WIC would be available to Eboni as long as she falls under the income limit and her child under the age of five (U.S. Government, 2018). The Head Start program would be available to Eboni until her child is five, unless she above the income requirements (U.S. Government, 2018).

These programs would provide Eboni with beneficial assistance, however it’s essential to continue to encourage Eboni to further her education and employment in hopes that Eboni would be able to support her family without means-tested program.

Additionally, it’s important that Eboni has a reliable support system, whether that be her friends, teachers at school, church, sports teammates, family. Having a solid support system will help Eboni overcome the adversity of being a teen parent

References:

Plummer, S. -B., Makris, S., & Brocksen, S. (Eds.). (2014). Sessions: Case histories. Baltimore: MD: Laureate International Universities Publishing. [Vital Source e-reader].

TANF Program (2018). TANF Program. What is TANF.

U.S. Government (2018). Benefits.

Discussion 1 Colleagues Post 2

RE: Discussion 1 – Week 4

Means-tested programs available to Eboni would be SNAP and TANIF. If Eboni chose to keep her baby, she would get assistance with providing food for her child and her home. The goal of the SNAP program is to provide access to food for families and individuals who are struggling to afford groceries.

This program aims to help these households achieve a balanced diet by introducing them to nutritious foods. An additional service in Missouri that would benefit a client like Eboni is the Temporary Assistance program.

This program is a cash benefit for low-income families to help cover costs for the household’s children, such as clothing, utilities and other services. These programs help families to stabilize their homes and provide needed items for their children.

References

Learn about Missouri snap benefits. My Food Stamps. (2020, September 4). Retrieved

September 21, 2021, from https://my-food-stamps.org/snap-benefits/missouri/#:~:text=Learn%20About%20SNAP%20Benefits%20in%20Missouri.%20The%20Missouri,to%20households%20who%20may%20be%20at%20nutritional%20risk.

2. Discussion 2 Respondto 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.

Discussion 2 Colleagues Post 1

RE: Discussion 2 – Week 4

According to the Popple & Leighninger text, the purpose of public assistance program is to provide a “safety net” (p.104).  This safety net is meant to help individuals and families facing hard financial times rendering them unable to provide for themselves or their families without some assistance.

Some argue that such public assistance programs disincentivizes finding work. According to the (Popple & Leighninger, 2019) text, most individuals who leave TANF do so because they have reached the maximum time limit an individual can receive such benefits. This statistic can indicate that individuals utilizing a program such TANF do so for as long as possible.

There is certainly a stigma surrounding these programs. People utilizing public assistance programs are often accused of gaming the system or taking a free ride. In my opinion public assistance programs appear to be imperfect.

Leaving room for individuals to receive benefits instead of working, despite being able to work.  However, I have no doubt that there are many people utilizing these programs who are in a time of desperate need.  Some of these people will leave public assistance programs because they have found employment and are able to support themselves and their family.

Some people will leave because they have timed out but still wont or are unable to work and provide.  Regardless, I think that public assistance programs are necessary and should be in place.

I personally do not have a negative perception of public assistance programs. My goal with working with any client, regardless of financial status or circumstance is to help address whatever problems are presented in a professional and ethical manner.

Resources:

Popple, P. R., Leighninger, L. (2019). The policy-based profession: An introduction to social welfare policy analysis for social workers. (7th ed.). Upper Saddle River, NJ: Pearson Education.

Discussion 2 Colleagues Post 2

RE: Discussion 2 – Week 4

Bentele and Nicoli state that “advocates for the reform of welfare view dependency as both the cause and effect of a variety of social ills, including teenage pregnancy, crime, and low labor-market participation among racial and ethnic minorities” (Bentele, & Nicoli, 2012).

While growing up my family would have qualified for services but my parents “did not want to rely on the state”. People believe that those who come to the state for aid are not doing everything that they can to better their lives. I believe that programs like TANF and SNAP do create some type of dependency.

These programs aide families in getting much needed resources. At the same time, they ease some of the burden on the families to provide these items for their homes. As a result, when the families get better paying jobs and no longer qualify for the services, they need the services more than before because now they have gotten a better paying job but have lost the assistance they were receiving.

This causes families to have to decide to struggle with a better paying job or forgo the job and remain on assistance. As a social worker I am able to see that these clients need the assistance. I am also able to see if the client is struggling with the concerns of having the assistance.

References

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. https://doi-org.ezp.waldenulibrary.org/10.1086/666735

Follow Rubric

Peer Feedback and Interaction

22.5 (22.5%) – 25 (25%)

The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, additional resources, and stimulating thoughts and/or probes.

Writing

13.5 (13.5%) – 15 (15%)

Postings are well organized, use scholarly tone, contain original writing and proper paraphrasing, follow APA style, contain very few or no writing and/or spelling errors, and are fully consistent with graduate level writing style.

SOCW 6351 Social Policy and Welfare Change

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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