Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 Foundations of Social Policy Social Justice in Human Perspective Sixth Edition Amanda Smith Barusch University of Otago, New Zealand and University of Utah, U.S.A Australia • Brazil • Mexico • Singapore • United Kingdom • United States Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 43247_fm_ptg01_i-xiv.indd 1 16/02/17 1:26 pm Empowerment Series: Foundations of Social © 2018, 2015 Cengage Learning Policy: Social Justice in Human Perspective, Sixth Edition ALL RIGHTS RESERVED. No part of this work covered by the copyright Amanda Smith Barusch herein may be reproduced or distributed in any form or by any means, Product Director: Marta Lee-Perriard except as permitted by U.S. copyright law, without the prior written permission of the copyright owner. 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WCN 02-200-203 43247_fm_ptg01_i-xiv.indd 2 17/02/17 4:48 PM Dedicated to my beloved, Lawrence Roos Barusch Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 43247_fm_ptg01_i-xiv.indd 3 16/02/17 1:26 pm Preface Social workers promote social justice. . . . —PREAMBLE TO THE NASW CODE OF ETHICS (1996) Social justice is central to the mission of social work and the focus of intense debate throughout the world. Social work professionals contribute to these debates, providing a personal and deeply empathetic understanding of the consequences of injustice for the vulnerable populations we serve. Like most people, social workers (and social work students) understand justice less in an abstract sense and more in the ways events and conditions affect individual lives. This text takes a human perspective on social justice, focusing on the ways individuals shape policy as well as the ways policy touches our lives. Most chapters begin with human examples that help focus our analysis and critique. Content also includes biographical material on policy leaders and the direct experiences of social advocates. At the same time, the book takes a global look at social policy. Together, the international content and the human perspective prepare students to work effectively in policy arenas that extend beyond the traditional turf of social work and equip them to advocate for vulnerable peo- ple in the United States and throughout the world. About the Book This book is designed for use in foundation social policy courses and is organized in three parts. Part I introduces U.S. social policy and policy practice, Part II addresses social prob- lems that have been (or are becoming) targets for collective action, and Part III focuses on vulnerable populations. A brief conclusion addresses global social policy concerns. Discus- sion topics, web-based exercises, suggested readings, and relevant websites are included at the end of each chapter. Theoretical content is interspersed throughout. Social justice theory is addressed in detail in Chapter 1. The introduction to Part II offers a framework for understanding when and why certain problems become the targets of collective action. The introduction to Part III considers discrimination and oppression from a theoretical perspective and introduces the concepts of intersectionality and implicit bias. Finally, theories of liberation are dis- cussed in the Conclusion. Part I includes Chapters 1 through 3. Chapter 1 discusses social justice from theo- retical and philosophical perspectives, tying these viewpoints to contemporary U.S. social policy. The role of government in promoting social justice is the focus of Chapter 2, which links philosophical perspectives to contemporary politics and describes the structure and function of the U.S. government and provides an introduction to U.S. tax policy. Chapter 3 begins with a case study in advocacy and then presents policy analysis frameworks and techniques before addressing philosophical and tactical considerations in policy practice. iv Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 43247_fm_ptg01_i-xiv.indd 4 16/02/17 1:26 pm Preface v Part II introduces a framework for determining when a group or a nation will develop collective responses to social problems. Chapters in this part of the book examine prob- lems that have been approached through collective action in the United States: Social Security (Chapter 4), poverty and inequality (Chapter 5), physical illness (Chapter 6), mental illness (Chapter 7), disability (Chapter 8), and criminal justice ( Chapter 9). Each chapter opens with a human perspective. These brief case studies are based on interviews with people chosen because their experiences illustrate key issues related to the chapter’s topic. Following the case study, we explore the development of policies and services, as well as contemporary policy issues and debates. These chapters provide background material necessary for students to apply the policy analysis frameworks introduced in Chapter 3. Part III introduces the concepts of discrimination, oppression, implicit bias, and inter- sectionality. Each chapter explores a population that has experienced oppression in the United States: people of color (Chapter 10); gay, lesbian, bisexual, and transgendered indi- viduals (Chapter 11); children (Chapter 12); women (Chapter 13); the elderly (C hapter 14); and working Americans (Chapter 15). The structure of these chapters mirrors Part II, with the addition of major social/demographic trends affecting each population. The book closes with a glance toward the future of our profession within a global context. Following an introduction to theories of liberation, the Conclusion revisits the philosophical perspectives presented in Chapter 1 and considers the implications of glo- balization, rising inequality, and environmental justice for the social welfare state and the social work profession. What’s New in the Sixth Edition When I began working on the first edition of this book, I never imagined it would extend to a sixth edition. Each revision has brought the tantalizing fantasy of absolute perfection, and each has delivered the slightly less tantalizing reality of steady improvement. Those familiar with previous editions of the book will find some changes. I have, of course, updated demographic figures and policy content, as well as the web-based exercises. In addition, I continue to revise in the hope of making the book more engaging and readable. This edition reflects major sea changes in U.S. social policy. It has a new chapter on crime and criminal justice, not because the risk of crime is any more widespread than it was when the first edition came out, but because the risk of incarceration bears down so heavily on people of color and vulnerable communities. Another sea change: marriage equality and its ripple effects are celebrated in this edition. The election of Donald Trump is addressed, though its policy implications remain unclear as we go to press. The new edition also reflects changes more accurately characterized as “shifts” in policy and its context. It includes: • Expanded treatment of inequality (trends, causes, and consequences) (Chapter 5) • Introduction to “social impact bonding,” a new incarnation of privatization also known as “Pay for Success” (Chapter 4) • Expanded content on trafficking as a labor issue (Chapter 15) • Discussion of legalization of marijuana (Chapter 9) • Consideration of the impact of the Affordable Care Act (Chapter 6) • Introduction of the concept of “implicit bias” (Introduction to Part II) • Discussion of the decline in U.S. manufacturing that set the stage for the e lection of Donald Trump (Chapter 15) Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 43247_fm_ptg01_i-xiv.indd 5 16/02/17 1:26 pm vi Preface Additional new content is outlined below: • Chapter 1 introduces new content on social class and upward . • Chapter 2 introduces social impact bonding and discusses tax preparation for vulnerable taxpayers. • Chapter 4 includes updates from the 2016 OASDI Trustee Report. • Chapter 5 examines the global decline in poverty and, consistent with its new title, provides expanded content on inequality. • Chapter 6 offers new content on the ACA, looking at its impact as well as the contro- versy over the requirement that insurance cover contraceptive care and the Supreme Court decisions in Burwell v. Hobby Lobby Stores and King v. Burwell. • Chapter 7 has a new box on the prevention of home-grown terrorism, as well as an introduction to the 21st Century Cures Act. • Chapter 8 includes new content on the disproportionate representation of children of color in special education programs. • Chapter 9 examines the history of criminal and juvenile justice, locating the roots of mass incarceration of Americans in the failed wars on crime and drugs. It considers the ripple effects of this phenomenon and the disproportionate representation of people of color in all components of the U.S. carceral state. The chapter also introduces the concept of restorative justice as an alternative paradigm. • Chapter 11 discusses the Obergefell v. Hodges case, which established marriage equal- ity in the United States, and explores policies that affect GLBTQ individuals. • Chapter 12 includes an expanded discussion of trauma, referencing the Adverse Child- hood Experiences (ACE) studies. • Chapter 14 discusses recent expansions in access to assisted suicide through state leg- islation and referendums. • Chapter 15 examines the causes and consequences of the decline in U.S. manufacturing. About the Educational Policy and Accreditations Standards (EPAS) Established in 1952, the Council on Social Work Education is charged with ensuring that social work programs throughout the United States meet certain standards.1 In 2015, these standards were revised to refine the 2008 focus on competency-based education. Follow- ing a consultative process, nine core competencies were identified by the Commission on Accreditation. Each social work program must now demonstrate how it delivers and assesses these core competencies, most of which relate to some aspect of policy analysis or policy practice. Table P.1 inside the front cover summarizes the EPAS competencies and indicates where they are addressed in this text. Instructor Supplements The Online Instructor’s Manual contains information to assist the instructor in design- ing the course, including assignment rubrics, discussion questions, teaching and learning activities, learning objectives, and additional online resources. The Online Test Bank includes true/false, multiple-choice, and essay questions for each chapter. Each question is tied to learning objectives and EPAS standards. 1Although global standards have been approved by the International Association of Schools of Social Work in cooperation with the International Federation of Social Workers (Sewpaul & Jones, 2004), there is no international accrediting authority for the profession: each nation operates a separate process. Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 43247_fm_ptg01_i-xiv.indd 6 16/02/17 1:26 pm Preface vii Online PowerPoint Slides are available to assist instructors with their lecture by pro- viding concept coverage using images, figures, and tables directly from the textbook. An Online Curriculum Quick Guide provides instructors with a table to correlate the core text and available test bank questions with updated EPAS standards. MindTap MindTap®, a digital teaching and learning solution, helps students be more successful and confident in the course — and in their work with clients. MindTap guides students through the course by combining the complete textbook with interactive multimedia, activities, assessments, and learning tools. Readings and activities engage students in learning core concepts, practicing needed skills, reflecting on their attitudes and opinions, and applying what they learn. Videos of client sessions illustrate skills and concepts in action, while case studies ask students to make decisions and think critically about the types of situations they’ll encounter on the job. Helper Studio activities put students in the role of the helper, allowing them to build and practice skills in a non-threatening environment by respond- ing via video to a virtual client. Instructors can rearrange and add content to personalize their MindTap course and easily track students’ progress with real-time analytics. Finally, MindTap integrates seamlessly with any learning management system. An Invitation Since the first edition of this book was published, I have received phone calls, e-mails, and visits from readers offering suggestions, corrections, and compliments. This input is terrifically valuable each time I update the book. Whether you are an instructor or a student, I would love to hear from you! Let me know what works and (more important, really) what doesn’t work in this new edition. Please send your comments to [email protected], with “foundations text” in the subject line, or write me at the College of Social Work, 395 South 1500 East, University of Utah, Salt Lake City, UT 84112. I look forward to hearing from you. Acknowledgments Each edition of this book benefited from the talents and energies of my students, col- leagues, and friends at the University of Utah and the University of Otago, my home away from home in New Zealand. The sixth edition of this book reflects the creative efforts of many. Janet Tilden served as copy editor. Her careful attention to detail and commitment to excellence is evident in every page. Cengage Content Developer Alexander Hancock kept me going while he lined up images and managed endless details for Cengage. He shepherded the publication pro- cess with great élan. Sharib Asrar, Associate Program Manager at Lumina Datamatics, saw the manuscript through production. People from various walks of life shared their experiences with me to contribute to the education of professional social workers. The stories they told enrich every chapter. Although I can’t name them here, I will always be grateful for the time we spent together. My family is at the center of everything. My husband Larry tolerated my absence and distraction with infinite patience and served as my resident expert on taxation and home- lessness. Our children are a constant source of amazement and inspiration. Nathan ques- tions the habits and assumptions of medical practice even as he delivers psychiatric care to those with mental illness. Meanwhile, in her legal practice, Ariana fights every day to protect the rights of vulnerable families and individuals. Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 43247_fm_ptg01_i-xiv.indd 7 16/02/17 1:26 pm Brief Contents Preface iv PART I Policy Analysis: Frameworks and Tools 1 CHAPTER 1 Social Justice and Social Workers 3 CHAPTER 2 The Government’s Role 25 CHAPTER 3 Policy Analysis and Policy Practice 59 PART II Collective Responses to Social Problems 93 CHAPTER 4 The Social Security Act 99 CHAPTER 5 Poverty and Inequality 133 CHAPTER 6 Health 181 CHAPTER 7 Mental Health 227 CHAPTER 8 Disability 261 CHAPTER 9 Crime and Criminal Justice 287 PART III Vulnerable Populations: Discrimination and Oppression 319 CHAPTER 10 People of Color 323 CHAPTER 11 Gay, Lesbian, Bisexual, and Trans Individuals 361 CHAPTER 12 Children 389 CHAPTER 13 Women 421 CHAPTER 14 Older Adults 449 CHAPTER 15 Working Americans 483 Conclusion: Cycles of Liberation 527 References 539 Name Index 575 Subject Index 581 viii Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 43247_fm_ptg01_i-xiv.indd 8 16/02/17 1:26 pm Contents Preface iv LO 2-2 Describe the Workings and Interactions of Federal, State, and Local Levels PART I Policy Analysis: Frameworks of Government 29 and Tools 1 LO 2-3 Describe the Workings of the Legislative, CHAPTER 1 Social Justice and Executive, and Judicial Branches Social Workers 3 of Government 31 The Legislative Branch 31 LO 1-1 Develop a Well-Informed Definition The Executive Branch 38 The Judicial Branch 40 of Social Justice 3 Defining Justice: A Modern Approach 4 LO 2-4 Understand Privatization and Its Theoretical Defining Justice: A Postmodern Approach 5 and Practical Limits 41 LO 1-2 Understand the Processes by Which Social Limits of Privatization 43 Justice Is Achieved 6 LO 2-5 Understand the Structure and Philosophical LO 1-3 Identify the Components of Social Justice 8 Underpinnings of the U.S. Tax System 46 Human Rights 9 Structural and Philosophical Considerations 46 Equality 12 A Brief History of Federal Taxes 51 LO 1-4 Discuss the Philosophical Underpinnings CHAPTER 3 Policy Analysis and of Capitalism and Its Alternatives 13 Policy Practice 59 Libertarian Philosophy 14 Liberal Philosophy 15 LO 3-1 Understand What Constitutes Socialist Philosophy 17 Policy Practice 63 LO 1-5 Discuss the Relevance of Social Justice LO 3-2 Conduct an Effective Policy Analysis 63 for Micro and Macro Practices 18 Choosing a Policy Analysis Framework 63 Social Justice Is Personal and Political 18 Conducting Process, Implementation, or Families Teach Social Justice 19 Impact Appraisal 65 Injustice Undermines Social Bonds Process Approaches 65 and Nation-States 20 Implementation Appraisal 68 LO 1-6 Describe the Role of the Social Work Impact Appraisal 70 Profession in Promoting Social Justice 20 LO 3-3 Practice Effective Advocacy 75 Bertha Capen Reynolds: A Profile 20 Preparing, Composing, and Delivering Arguments 75 CHAPTER 2 The Government’s Role 25 Negotiation and Compromise 79 Use of Relationship 80 LO 2-1 Understand the Philosophical Perspectives Building and Maintaining Coalitions 80 of Contemporary Political Parties LO 3-4 Understand the Meaning and Processes and Political Labels 26 of Empowerment 81 Political Parties 26 Political Labels 28 ix Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203 43247_fm_ptg01_i-xiv.indd 9 16/02/17 1:26 pm