SOCW 6351: Social Policy, Welfare, and Change
Week 4 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 09/22 21
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.
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.
· Chapter 6, “Fighting poverty: Temporary Assistance to Needy Families” (pp. 99-136)
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)
Link to all articles:
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
Laureate Education (Producer). (2013). Sessions: Logan family (Episode 4 of 42) [Video file]. Retrieved from https://class.waldenu.edu
Responsiveness to Directions
27 (27%) – 30 (30%)
Discussion posting fully addresses all instruction prompts, including responding to the required number of peer posts.
Discussion Posting Content
27 (27%) – 30 (30%)
Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text(s) and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.
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.
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.