This course will consider the U.S. social welfare system in comparison with systems in other parts of the world, including Japan, Mexico, and the United Kingdom. It will examine the history and role of "welfare," "the welfare state," and the social work profession in the U.S. and in other countries and will consider key issues in contemporary social work practice. Topics such as discrimination, economic deprivation, and oppression and their effects on people of color, women, and gay and lesbian people will be highlighted.

America's recognition of and response to major social problems usually involves a mix of hyperbole and denial, inaction and innovation, volunteerism and professionalization, feasts and famines of resources, media applause and attack, and unsustained successes and long-term failures. What is usually lacking is a consistent, thoughtful effort. Yet help is given and lives are changed, for better and sometimes worse. Social Welfare 20 considers the American approach to social problems through an examination of issues such as substance abuse, mental illness, poverty and inequality, homelessness, family violence, and child maltreatment. Each area will be explored in terms of history, causes and dimensions, and human service and social policy responses.

The Freshman Seminar Program has been designed to provide new students with the opportunity to explore an intellectual topic with a faculty member in a small-seminar setting. Freshman seminars are offered in all campus departments, and topics vary from department to department and semester to semester. Enrollment is limited to 15 freshmen.

Supervised experience relevant to specific aspects of social welfare in off-campus non-profit and governmental organizations.

Group study on selected social welfare topics. Open to freshmen and sophomores.

Berkeley Connect is a mentoring program, offered through various academic departments, that helps students build intellectual community. Over the course of a semester, enrolled students participate in regular small-group discussions facilitated by a graduate student mentor (following a faculty-directed curriculum), meet with their graduate student mentor for one-on-one academic advising, attend lectures and panel discussions featuring department faculty and alumni, and go on field trips to campus resources. Students are not required to be declared majors in order to participate.

This course introduces students to the purpose, functions, and programs of the public child welfare system in the United States, with a particular focus on California, in a historical context, and with an emphasis on social justice and diversity concerns in policy-making and service delivery. The course explores U.S. child welfare history/historical traumas, cultural and diversity issues, ethical considerations, mandated reporting of suspected child maltreatment, family and kinship supports, allied community services, causes for child removals and returns to families, judicial involvement, sibling-group placements, foster care, emancipation from the system, first-person guest speaker accounts, and policy-level interventions.

Course explores the role of philanthropy, foundations, and proposal development in American society. A grant writing exercise in a Bay Area community agency is required.

This course examines social work as a profession: the practice of the profession, the organizational context of professional practice, and the ethics of the profession.

Analysis of social welfare policies and programs including public assistance, social insurance, social services, and health and mental health.

An introduction to the basic skills of interpersonal helping and problem solving and to related theory and research.

An introduction to the basic skills of interpersonal helping and problem solving and to related theory and research.

Course examines current problems and issues in the field of social welfare.

Provides an overview of theoretical perspectives and practice models in the substance abuse field. Addresses issues of misuse and addiction, impacts on the family, and the range of intervention modalities including prevention and treatment. Students will also become familiar with alcohol and drug related problems including mental disorders, HIV/AIDS, and criminal behavior.

This course introduces the developmental, psychological and environmental issues related to sexuality at different stages in life, and in different social service venues. It includes an introduction to the strengths perspective, exploration of heterosexist aspects of society, policies related to a person’s sexuality and gender, and ethics and diversity issues often arising in work with sexual minorities. Variability within sexual culture is addressed, introducing students to the strengths of the LGBT community, the experience of growing up and discovering sexuality, and how research and practice models define homosexuality in relation to human sexuality and development. Issues of sexuality in specific social work settings are addressed.

Students will leave this course understanding how nonprofits decide what fundraising strategies to pursue and will have a broad knowledge of a variety of fundraising strategies with particular emphasis on raising money from individual donors. Students will be familiar with the most common strategies employed by human service agencies such as personal solicitation, direct mail, on-line, and special events. In addition, they will be briefly introduced to planning giving and capital campaign fundraising. In addition students will understand the psychology of giving and receiving and feel more comfortable asking for money in person. Each student will apply the knowledge they learn in class to a nonprofit where they work or volunteer.

Course examines the history, character, and consequences of U.S. immigration, focusing on issues of identity, conflict, and adaptation. Topics include the social and psychological experiences of immigrants, global migration patterns, theories of transnationalism and migration, and the public response to immigration and immigrants. The perspectives of African, Asian, Latino, and European migrants will be explored.

Course examines the history, character, and consequences of U.S. immigration, focusing on issues of identity, conflict, and adaptation. Topics include the social and psychological experiences of immigrants, global migration patterns, theories of transnationalism and migration, and the public response to immigration and immigrants. The perspectives of African, Asian, Latino, and European migrants will be explored.

Learning more about the diversity of American culture often does not increase our ability to understand and get along with one another. Multi-cultural (African Americans, Asian Americans, Latinos, and European Americans) educational and workplace environments are fraught with conflicts in which persons find their peers to be disrespectful, aloof, or inappropriately familiar. The course will explore assumptions, attitudes, and beliefs and how they influence how we relate to each other and how we conceive of fairness, entitlement, respect, and oppression.

This course will investigate the phenomenon of domestic violence in the United States from historical, psychological, sociological, anthropological, legal, feminist, and cross-cultural perspectives. We will study the impact this social problem has on families, relevant theories of causation, the merits of related services and interventions, and the experiences of diverse populations.

Preparation of an honors thesis.

Supervised experience relevant to specific aspects of social welfare in off-campus organizations. Regular individual meetings with faculty sponsor and written reports required.

Group study on selected social welfare topics.

Berkeley Connect is a mentoring program, offered through various academic departments, that helps students build intellectual community. Over the course of a semester, enrolled students participate in regular small-group discussions facilitated by a graduate student mentor (following a faculty-directed curriculum), meet with their graduate student mentor for one-on-one academic advising, attend lectures and panel discussions featuring department faculty and alumni, and go on field trips to campus resources. Students are not required to be declared majors in order to participate.

Enrollment is restricted by regulations specified in the

This course examines the foundations of social work practice theories and strategies for connecting theory and practice. It provides an overview of the impact of the social environment, the impact of the “ecology” of human behavior and the way social institutions and practices provide structure over the life course. Practice implications are explored in terms of assessing client social and psychological needs. The course covers biophysical perspectives, crisis and intervention, cognitive-behavioral theories, systems/ecological frameworks, social psychological theories, social constructionism, humanism and existentialism, critical race and conflict theories, multilevel practice theories, and examination of individual and group differences.

Developmental abnormalities and deviations which result in dysfunctional behavior in the individual. Examines problems and disorders of children and adults from psychological and social perspectives.

Descriptions, measurements, and major theories concerning the etiology of stress and coping in the adult (25-60) years.

Topics and issues in infant development, including infant mental health, parent-child relationships, behavior assessment, predictors of disturbance, and intervention with high risk infants.

Sociological, psychological, physiological, and cultural factors relevant to understanding the complexity of the aging process. Normative and maladaptive aspects of the aging process are examined in terms of their implications for personal and societal adaptation.

Course examines theories of group, organization, and community dynamics. Topics include group leadership and decision-making, organizational goals, structure, and change, and community power and demographics.

A multi-disciplinary perspective on assessing nonprofit human service organizations. The course draws upon the social environment perspective (political and economic), and the human behavior perspective (psychology, sociology, anthropology) to increase understanding of how the social environment impacts the behavior of nonprofit human service agencies. Emphasis on case-based learning that relates to different fields of practice.

Analysis of issues in social welfare policy and recent trends shaping the development of the American welfare state.

Mental health policies and programs at the national, state, and local levels; major factors influencing the provision of mental health services; reciprocal relationships between mental health policy and social work practice.

Seminar examines critical policy and practice issues affecting the mental health field.

U.S. social policy and programs for the aging are analyzed with respect to the knowledge required to assess the needs for societal supports and major issues and trends in the delivery of social services.

Introduction to current problems, programs, and policies in child, youth, and family welfare.

This course examines the intersection between social work practice and the educational system. It focuses on the school as a social system and the current policy context of education. It presents current topics in educational policy and critically analyzes them from a social work perspective. A focus is placed on the potential roles played not only by school social workers, but the social work profession in general, in actively collaborating with educational systems to support optimal developmental pathways for children and adolescents.

Course focuses on legal and ethical issues related to aging and long-term care, and their resolution. Issues covered include end-of-life decisions making; health care rationing; paternalism and self-determination; competency determination; mandated family responsibility; age vs. need as a criterion for service eligibility.

This course addresses homelessness in the context of social responsibility for the poor. It considers the legal, social, and economic context of homelessness; examines the diversity of the homeless, their special needs, handicaps, and behaviors; and assesses newly institutionalized systems of care and treatment. The course looks at homelessness as a full-time job of survival and explores the prospects of the homeless for changing their condition.

This seminar explores key international social welfare issues from the perspective of the globalization of social, economic, and political activities. Although its primary focus is on social policies and social services, attention will also be given to the role of professional social work in the international context. While emphasizing theoretical and analytical issues, practical and professional matters with particular reference to social work and social development will also be discussed. Students will have the opportunity to acquire knowledge of international social welfare activities as well as the analytical skills to address and debate complex international issues.

Supervised residential care provision, for a variety of reasons, has been much maligned during the last 50 years. Yet for many, residential placement has served as a source of stability and quality care. This course will consider the history of residential care provision and development, financing and design issues, including group responses to various aspects of the residential environment such as size, architecture, community access, supervision, etc. Using an evidence-based approach to residential care, the course will consider setting objectives, special population needs, and person-environment fit. This course will look at the pros and cons of group, institutional or residential placement from a value-based and from an empirical perspective. It will involve substantial use of international materials. The course will consider the theory and practice of residential care for a broad range of populations. It will provide the essentials necessary to enable students to develop and design benevolent asylums.

Examines how substance abuse policy is formulated by examining political, historical, epidemiological and clinical factors. Emphasis on how alcohol and drug problems become defined as social problems and how these definitions influence subsequent treatment/intervention strategies. Focus on alcohol abuse and on individual and social control models of substance abuse. In addition, the development and evaluation of alcohol and drug abuse treatment will be discussed.

Reviews major issues and programs in the health care field. Course considers the social context of health care; the roles of the public, voluntary, and private sectors; and the implications of policies and programs for society and the individual client.

Course examines the history, development, and mission of the field and profession, fundamental social work tasks, and the organizational contexts of practice.

This course is designed to introduce generalist skills and knowledge for social work practice with individuals, families, groups, organizations, and communities, within a framework of social work's core values and fundamental practice responsibilities. These core values include social justice and client empowerment. A generalist approach to understanding fundamental practice responsibilities includes cultural responsiveness, commitment to professional competence, and demonstration of practice effectiveness.

Direct intervention models for addressing the behavioral, emotional, and situational problems of children and families in child welfare, mental health, medical, school, and community settings.

Planning, implementing, and evaluating services for clients with major mental disorders or at risk of developing mental illness. Review of intervention models addressing the needs of clients for basic resources, social rehabilitation, and clinical treatment.

Examines the range of therapeutic modalities used by social workers in health care; the interaction of health care policies and practices; interdisciplinary issues; and the ethical dimensions of practice.

Clinical case management with older adults. Comprehensive multidimensional assessment, advocacy and empowerment, and the range of direct intervention models for addressing the physical, cognitive, and psychosocial concerns of older adults and their families.

Theory and practice regarding the formation, sustenance, and termination of groups. Emphasis on the role of the social worker in facilitating inter-personal processes in groups.

Theoretical frameworks and intervention skills for family work.

Examines the clinical application of crisis intervention and brief psychotherapy from an historic and psychodynamic perspective. Provides assessment criteria for assignment to these forms of treatment and techniques for intervention.

This interactive course considers intra- and inter-group dynamics with a particular focus on cultural differences of individuals, intercultural communication, and effective group facilitation. It describes the roles of social workers in facilitating processes that include learning group and inter-group relations theories, developing skill in group facilitation, and the articulation and resolution of intercultural conflict. Course material is presented from a multi-cultural perspective.

Course examines clinical skills for working with adult clients from a psychodynamic perspective. Key concepts and processes, such as the formation of a therapeutic alliance, resistance, transference, counter-transference, and the development of interventions, are discussed and illustrated with case vignettes.

This course will provide students with the knowledge and skills needed to communicate effectively with monolingual Spanish speaking clients and perform effective and responsible social work practice assessments and interventions. The seminar will be conducted in Spanish and will expose students to the language utilized by social workers and other human service providers in a variety of settings.

Examines major social problems and mental health issues confronting Chicanos and other Latino groups in the U.S. Emphasis on the assessment and treatment of psychosocial problems.

Using a theoretical framework grounded in the values of self-determination, dignity, and respect, this course will address issues in the disabilities field including demographics, etiology, policy and programs, and the disability resources network. Practice skills in communications, assessment, and micro- and macro-level intervention will be reviewed.

This course will provide a forum for the exploration of multiple issues related to human sexuality and the diversity of sexual experience, including the human sexual response cycle; childhood and adolescent sexuality development; sexual problems, causes and treatment approaches (including systems approaches to working with couples); sexual orientation and gender identity development; sexuality and living with a disability; sexual violence and consent; sexuality and HIV/AIDS; and the law and ethics related to professional sexual misconduct and boundary violations. Teaching methods will include interactive lecture, small group discussions, video presentations, and guest speakers from throughout the Bay Area who specialize in a range of sexuality issues.

This course explores death and dying from a variety of perspectives: psychological, philosophical, cultural, spiritual, and phenomenological. Emphasis is placed on understanding the experiences of dying persons and their loved ones, as well as the interplay between the process of dying and the process of living. Implications for social work interventions are discussed. This course is both academic and experiential, relying on a wide variety of materials: autobiography, fiction, scholarly and theoretical writings, case examples, films, poetry, and guest lectures.

This course is designed for students preparing for careers in public child welfare. Addresses the range of documentation required for legal purposes, practice issues for social workers within the court setting, and skills required in presenting testimony.

Course surveys assessment and empirically based treatment approaches to various psychosocial problems in childhood and adolescence. Specific emphasis is placed on internalizing and externalizing disorders. Course is taught using a development psychopathological framework. Students must possess a working knowledge of DSM-IV-TR nosology.

This course (1) provides students with an understanding of how current educational policies and practices impact the day-to-day lives of academically and socially vulnerable students; (2) builds student skills in identifying and selecting the multiple points of intervention relevant to social work practice in schools, including individual intervention with children, family intervention, building links between families and school staff, advocacy, classroom-based intervention, and collaboration with teachers; and (3) presents assessment and intervention strategies guided by an ecosystemic and resilience perspective which focus on student and family strengths and suggests multiple intervention options.

Course provides an introductory overview of various theories and methodologies currently used in the diagnosis and treatment of substance abuse disorders. Though the bulk of the course will be devoted to the disease model and corresponding interventions, some attention will be given to prevention and epidemiology. Emphasis will be placed on the unique practice role of social work in the prevention/intervention of substance abuse problems.

This practice-oriented course will teach graduate level social work students how to engage, assess, and intervene effectively with individuals, families, and children impacted by intimate partner violence. We will review the scope, impact, and causes of the problem; relevant screening and assessment skills; effective clinical intervention paradigms and techniques for victims, perpetrators, and children; and future directions. Significant time will be devoted to examining this problem in disadvantaged and diverse populations and, identifying emotional coping strategies for the developing clinician.

This seminar focuses on the theory and practice of social development and, in particular, engages members of the seminar in an analysis of the social development practice strategies that are now widely used in community settings not only in the developing but in the western countries as well. The course is primarily designed for MSW students who have an interest in issues of development and international social welfare, but doctoral and undergraduate students may enroll.

The purpose of this course is to increase students' understanding of and competencies in cognitive-behavior methods. Throughout the course practice decisions and related research will be closely integrated. Although further guided experience will be needed to develop high levels of related skills, especially concerning assessment and relationship factors as these are needed to maximize success, students will have the opportunity to develop a beginning understanding of basic behavior principles.

The purpose of this course is to prepare students with basic theory, concepts, and practical knowledge to conduct groups in human service settings. Group models to be studied will include group psychotherapy, social support, educational, task, and social action groups. Theories of group development will be considered and applied to all stages of a group intervention including group design, client selection, pre-group planning, direct and indirect intervention at the individual and group level, evaluation and termination. Weekly classes will include lecture, simulation, and discussion of group work practice and observation. Participation will be limited to 30 students. The course will be of particular value to active practitioners and advanced students in social work, psychology, counseling, and other human service fields.

This is a required practice course for students in the Management and Planning concentration. Using a community-based service delivery framework, the purpose of the course is to provide the competency and skill set necessary for effective program design including task group management, community engagement, and collaborative resource development. The course will focus on designing community-wide interventions in a diverse society through analyzing social problems, identifying community capacities and needs, developing effectiveness-based programs, and conducting evaluation.

This required Management and Planning practice course builds upon the conceptual and critical thinking skills found in the foundation MAP courses in order to focus on strategic management and leading skills in this course. It is designed to introduce students to the distinctive role of the manager in public and nonprofit human service organizations. Drawing on the management sciences and social work practice in administration, this seminar-style course focuses on a range of managerial processes with special attention to the analytical and interpersonal aspects of program implementation. The course is built upon the three domains identified in research on program management: leadership roles; analytic roles; and interactional roles.

Course introduces the practice of social welfare policy making. Focusing on the California State Legislature, students in the first half of the course are taught policy analysis skills, lobbying, testifying, working with legislators, legislative staff, and the media, and forwarding a policy agenda. In the second half of the course, students examine the internal environment of agency change, address the use of management information systems and outcomes measurement as strategies for information collection, and learn skills for effectively using information to improve agency decision making.

Introduction to the theory and practice of community organization.

This course provides both theoretical knowledge and practical skills for managing scarce resources in social service organizations. Students will learn tools and techniques for effective planning and budgeting as well as how to design information systems to control, evaluate, and revise plans. Accounting principles and systems will be examined from a management perspective with an emphasis on designing systems to meet the unique management information needs of different organizations. The use and development of internal and external financial statements will be covered. Students will learn the tools and techniques of financial statement analysis, interpretation, and presentation. The course is designed to develop the core financial management skills needed by senior and middle managers in large and small social service organizations.

Focuses on issues arising within the practice of forensic social work in correctional settings (jails, prisons, and probation and parole departments), especially practice with people whose social positions and/or mental health struggles render them disproportionately affected by incarceration. Uses a person-in-environment perspective to explore the phenomenology of corrections, paying particular attention to the intersection of social identities and psychological capacities among individuals who are incarcerated, the complexities of the systems within which social workers attempt to create change, and the historical and contemporary role of incarceration in the United States.

Students in this practice course will be introduced to the foundation of integrated behavioral health practice, including population-based screening instruments and functional assessment for use in primary care. Students will become familiar with primary care medical culture and psychopharmacological interventions for depression and anxiety. A main emphasis of this class is skill acquisition in evidence-based behavioral interventions for a variety of conditions commonly seen in IBH settings. These include: behavioral activation, mindfulness relaxation strategies, sleep-hygiene techniques, and problem solving treatment

Motivational interviewing (MI) is a modern clinical paradigm that dialectically integrates humanistic, client-centered principles with goal-focused strategies. Students in this course will be introduced to all key aspects of MI including its major tenets, its theoretical base, the available empirical evidence on its efficacy, and its overall compatibility with social work. Moreover, students will learn all of the associated clinical skills for the four processes of motivational interviewing: 1) engaging; 2) focusing; 3) evoking; and 4) deciding and planning.

This service learning course is a comprehensive, integrated learning program conducted in Mexico. Through continuous cross-cultural immersion, Latino and non-Latino social work students build language skills; study culturally informed and derived engagement and intervention practices; and acquire competencies relevant to preparation for providing social welfare services to Latino clients. Ultimately, social work students will gain a transnational perspective that will shape their approach to providing services to Latino communities in the U.S. Includes lectures given by local academics, mental health professionals, community members and indigenous healers; language instruction; field placement/service learning; and an integration seminar.

Overview of immigration policy in the U.S. from an international and historical perspective. Theories of migration, transnationalism, and adaptation will be addressed, along with skills required for working with refugees and immigrants facing difficulties. Addresses the impact of policy on who comes to the U.S. and the circumstances newcomers and their families face once here.

Course prepares students to understand, provide, and evaluate diversity-sensitive social work services. The course (1) builds sensitivity to human diversity by addressing multiple status dimensions (race, ethnicity, gender, sexual orientation, social class, etc.), (2) involves students in the process of diversity sensitization through experience self-reflection and interactive exercises, and (3) promotes diversity competent practice skills.

Primarily for doctoral students. A review of efforts to conceptualize the field of social welfare and to analyze its tendencies.

Problem formulation, design, and implementation.

Problem formulation, design, and implementation.

Students will be introduced to the tasks and tools of library research in social welfare, including reference works, bibliographic aids, and computer databases. Individual faculty members will present their research, emphasizing methodology, outcomes, and contributions to social welfare.

The logic of social research: topics include rationale and procedure of research design, validity, reliability, and an introduction to sampling.

This 2 unit seminar is intended for doctoral colleagues who are preparing to embark on a career as social work scholars and educators. The seminar is designed to facilitate an understanding of the nature of research universities and the role of social work education in these universities. It focuses on preparing doctoral colleagues for academic positions within research universities, and to understand their roles and expectations with regard to scholarship, teaching and service. It seeks to acquaint them with the evolution of professional social work education, with particular reference to research universities and to discuss current topics, issues and concerns in the field.

The course deals primarily with macro-theories of a sociological and political-economy nature that offer 1) conceptual representations of welfare systems, 2) explanations of the dynamics and functions of welfare systems, and 3) analyses and assessments of the different normative perspectives that inform policy making in social welfare. The latter aspect is given particular emphasis and the major normative theoretical perspectives in the field will be reviewed with reference to their policy implications for social welfare in the United States. The major theoretical perspectives to be discussed include institutionalism, welfare pluralism, neo-liberalism, Marxism, traditionalism, regulationism, critical theory, multiculturalism, feminism, ecologism, and developmentalism. This course is designed for doctoral students but is open to other qualified graduate students with instructor permission.

The purpose of this seminar is (1) to develop research skills by integrating issues of research design with measurement, data analysis, and report writing, and (2) to prepare students for their dissertation research by directly addressing issues related to the development of a dissertation prospectus.

Designed to permit qualified graduate students to pursue special study in a subject area of their choosing under the direction of a faculty member.

Intensive examination of selected social welfare topics.

Designed to permit qualified graduate students to pursue research in a subject area of their choosing under the direction of a faculty member.

Supervised teaching assistance.

Interactive seminar that prepares doctoral students for teaching in social welfare. Includes examination of education from the perspective of both student and teacher, and their interface. It reviews philosophies and theories of adult education, and underscores the importance of critical reflection for both teacher and student. The course covers the practice of teaching in social welfare, and addresses specific skills, such as syllabus design, instructional methods, coverage of diversity content, student assignment and evaluation, use of technology, advising, mentoring, and working with students with special needs. Students will share their own learning and teaching experiences, and develop the beginnings of a teaching portfolio.

Introduction to the range of professional roles and services in social welfare through university-based seminars, agency visits, and professional panels. Taken in the first semester of the MSW program.

This first year, spring semester seminar will continue the exploration of field placement issues and common agency and practice-based concerns. The seminar is also used to guide students through the process of finding a second year placement, help students evaluate their practice by engaging in consultation, and prepare students for an optimal final field evaluation.

Supervised field work in social agencies and university-based group meetings.

Supervised research assistance.