SOCW 6351: Social Policy, Welfare, and Change
Week 4 Discussion 1: 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 09/22/2021
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(My state is Florida the South 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.
Required Readings
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)
Required Media
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.
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.
link to all articles: https://drive.google.com/drive/folders/1EdJRNdMGRXu32eRvKSd_lbzRzPTdEu3F?usp=sharing
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