Theory, Design, and Specification

CheckPoint

Resource: Ch. 7 of Social Policy and Social Programs

Pretend you are in charge of creating a new social program. Money for funding is not an issue.

Outline, in approximately 300 words, the theory, design, and specification of the program you would create. Refer to p. 144 of the text for an example. Remember that, generally, a theory is a group or set of interrelated ideas thought to explain the causes and effects of a specific problem.

Justify your decision for choosing to create that particular social program.

C H A P T E R

7 Analysis of Service-Delivery Systems
and Social Policy
and Program Design

He who would do good to another must do it in minute particulars. General good
is the plea of the scoundrel, hypocrite, and flatterer.

—William Blake, 1784

Introduction

This chapter concerns a basic policy element called administering and delivering social
services. First, the heart of the matter, the social program or policy design, will be con-
sidered since that, precisely, is the most important thing a service-delivery system deliv-
ers. Readers need to learn how to develop program designs out of program theory, so
that will occupy an important place here. Types of service-delivery organizations will be
examined so that readers can readily recognize them in the field. The chapter ends with
a discussion of evaluation criteria for judging the merit of service-delivery programs and
organizations.

Social Policy and Program Design

In the most fundamental sense, providing a solution to a social problem is the main
reason-for-being that a social program or social policy can claim. And the only legiti-
mate purpose of an administrative or service-delivery system is to provide the means
by which that solution can be implemented. Let’s call that solution the policy or pro-
gram design (for the sake of simplicity, hereafter referred to as a program design). The
program design consists of sets of carefully defined program activities that the staff
or the implementing organization intends to deliver or undertake on behalf of its

141

Bacon. Copyright © 2005 by Pearson Education, Inc.
Social Policy and Social Programs: A Method for the Practical Public Policy Analyst, Fourth Edition, by Donald E. Chambers and Kenneth R. Wedel. Published by Allyn and

IS
B

N
:0

-5
36

-1
21

12
-5

consumer/beneficiaries. These activities are the heart of the social program; however,
the program has many other parts because programmed activities must have a con-
text—it is like a theater production that must have an actual location, a stage or set and
a cast, among other things. So it is for a social program: It must have a geographic lo-
cation (a neighborhood street corner, a center, or office, but it could be a tavern as
well); it must have a cast (practitioners and program participants), it must have cos-
tumers/makeup/lighting folks (program consultants), and it must have such creative
and administrative staff as producers/directors (clinical supervisors, program directors,
and the like). But the heart of the “drama” is the practitioner/consumer cast and the
program design, a sort of script to which all the organizational actors play. We’ll call
that script the program specification. Figures 7.1, 7.2, and 7.3 show, respectively, an ex-
ample of a common (program) theory concerning the physical abuse of a young child,
a program design, and a program specification based on the theory.

The word theory is being used loosely here to mean only a rough-and-ready sketch
of a sequence of activities performed so as to make a difference and achieve the desired
outcome(s). The logic of these connections (i.e., how and why certain activities are se-
quenced) is not given here, but if it were, it would set out basic premises about the events
described and the reason they are connected to the desired outcomes. These rough-
and-ready sketches are the fundamental ideas that highlight the cause-and-effect
relations that are presumed to lead to the stated outcome that represents—wholly or in
part—a social problem solution.

142 P A R T T W O / A Style of Policy Analysis

FIGURE 7.1 Program theory.

Physical abuse of
parent as a child

Denial of the fact of the abuse of
child by parent (or spouse)

Expects child to take
adult role to do
adult tasks

Child forced into
adult role

Further child abuse

High stress

• Underemployment

• Low wage

Denial of responsibility of parent
(or spouse) to protect child

Parents who need control

• Low self-esteem

• Delayed maturation

• Lack of role
modeling

• Stress-coping
deficit

Parent who expects
emotional support
from child

• Is unable to form
adult relationships

• Lacks understanding
of child’s needs

N
:0-536 -12112 -5

This section will describe this fundamental aspect of social policy and program
service delivery so that a judgment can be made as to whether a clear and credible pro-
gram/policy theory and design are present and accounted for. The presence of a clear and
credible program theory and program design is an important evaluation criterion, one by which
the merit of a program of service delivery should be judged. Note that we will stress this as-
pect of service delivery and administrative systems rather than the direct administration
of such systems.

Program Theory
Program theory is important for obvious and nonobvious reasons. First, it obviously is
the source from which the program activities are drawn; absent a program theory, pro-
gram activities can amount to random choices or at best, assorted and uncoordinated
“good ideas.” If we care about the people who suffer from social problems, then it seems
only right that we care enough to design a sensible and coordinated set of activities we
have reason to believe will make a difference and then see to its implementation.

Second, for nonobvious reasons, program design is essential to program manage-
ment in that it is required as a measure of observing the program in order to assess the
quality of its implementation. What would a manager observe without some idea of what

C H A P T E R 7 / Analysis of Service-Delivery Systems 143

FIGURE 7.2 Program design (essential program elements involving child abuser).

Develop
trusting
relationship
with helper

Increased maturity

Increased ability to enter
peer relationships

Reduced
child abuse

Reduced social isolation

Reduced intensity of
relationship with child

Increased
protectiveness
toward child

Ability to enter into
adult relationship with
spouse

Model
parental role
for abusing
parent

Parent
relating to
child as child,
not as adult

Parent class-
room for learning
age-related,
appropriate
expectations
of child

No further
denial of
abuse of
child

program activities are intended to produce the desired outcome? For example, it is not
difficult to observe whether the program performs organizational tasks, has credentialed
staff, files reports, or pays bills. But the heart of quality assessment is whether program
activities were in fact implemented in a way that makes it plausible that it will achieve its
stated outcome(s). That assessment is of more than passing interest to program managers
because it is essential to management decisions about personnel, organizational change,
allocation of program resources, and the like.1

Third, and perhaps even more important, outcome data showing success are use-
less unless one knows whether the program was implemented successfully. Put simply,
just because the program occurred prior to the positive outcome is not sufficient reason
to think that the program caused the outcome. It is possible that any number of other fac-
tors about clients and external conditions were responsible. Recall here the standard dis-
tinction between correlation and causation: Correlation is not sufficient reason to
attribute causation. The scientific standard for attributing causation is control over fac-
tors that the experimenter hypothesizes will produce change, control in the sense of abil-

144 P A R T T W O / A Style of Policy Analysis

FIGURE 7.3 Program specification.

I. Program theory

(the selected variable)
Parent expects child to take on adult roles and tasks

\→ Parent expects emotional support from child and the child to be responsible for adult tasks
and roles

II. Program design

(intended to decrease the effect of the preceding “selected variable”)
(a) Teaching the parent age-appropriate expectations of children

1. teaching not expecting adult roles/tasks from child
2. teaching not expecting emotional support from child

(b) Practitioners model doing these age-appropriate expectations with the child (in the parent’s
presence)

III. Program specification (example)

(a) Content to be taught and learned by parent
Age-appropriate behaviors: What to expect of a child:

being held/crying/demand for affection
1. self-feeding 6. staying close to home
2. toilet training 7. getting ready for school
3. bedtimes and naps 8. helping with housework and meal preparation
4. dressing 9. ability of child to “be a best friend”
5. caring for siblings and other children

(b) Educational processes must include:
1. Video demonstration of age-appropriate expectations
2. Discussion of content by peer parents in group
3. Parents role-playing the expectations with peer tutor
4. One-on-one opportunity for discussion of special problems with practitioner

ity to consciously manipulate them, put them in place in conjunction with things to be
changed. That, as well as other things, is what implementing a program design achieves.2

Fourth, a good program theory will contain statements that are essential to high-
level planners whose role is to decide when and where else such a program might be suc-
cessful.3 Good program theory speaks about the conditions required in order for it to
achieve the desired outcomes. That is important because the kind of theory social pro-
grams use is generally very specific, perhaps even local—dealing as it does with the par-
ticulars of problems, people, and cultures. The specification of those conditions is an
important function of program theory. Notice in Figure 7.1 that one of the factors is
“high stress (underemployment/low wages),” which is an example of a factor so impor-
tant that failure to attend to it in the program design may result in failure to reduce or
eliminate child abuse, the desired outcome. It is difficult to specify all such conditions be-
cause very often we simply don’t know enough to do so. Our theories soften in the face
of hard unyielding realities of the everyday life of program users and program personnel.
For example, even the most clever and devoted case manager or social work practitioner
working with the chronically mentally ill cannot do his or her main job—acquiring re-
sources for clients—if (as is too often the case) basic housing, public income support, and
essential medical care are simply unavailable to this population. This instance is, of
course, just another example of how services are no substitute for food, shelter, and med-
icine. It is critical to understand those as basic conditions for successful outcomes for a
case-management program. Good programs can be dismissed as bad theory when they
don’t show positive outcomes, when in fact the conditions for positive outcomes were
never present. Good intervention ideas are too scarce to let that happen.

Chapter 1 referred to causal chains in a social problem analysis. We should take
some pains to distinguish causal chains from program theory. Understanding the causes
of social problems does not necessarily guarantee knowing enough to do anything about
them—the factors that created the problems may be beyond reach of ordinary pro-
grammatic interventions. That is particularly true of the “soft” benefits of personal so-
cial services (though it also can be true of “hard” benefit programs). For example, no act
of intervention will restore the loss one suffers from the death of a family member. Nor
can anyone identify the exact factor that creates most chronic mental illnesses. Know-
ing so little about such imponderables means that the program objective may be simply
remedial—taking the hardest edges off the consequences. In that case, that is what pro-
gram theory should be about. Just on this account, theoretical causes of social problems
may differ notably from the causal sequences in the social problem analysis. That dif-
ference will also be the case when social program or policy objectives are intended to
deal only with a partial aspect of the social problem (e.g., the stresses and reactions of
family members to an alcoholic parent or spouse).

Finally, the idea of multiple causation is important in understanding why causal se-
quences at the social problem level may be different from those at the program design/
intervention level. Multiple causation holds that there may be more than a single cause
(or a single causal sequence) for any given human problem. Thus, it is quite possible to as-
sist people with problems other than by working just to reverse the same factors that were causal
in the first place. It is a fortunate idea because—again—the historical roots of certain so-
cial and personal problems are beyond our interventions; we can no more restore dead

C H A P T E R 7 / Analysis of Service-Delivery Systems 145

family members to life than we can go back and undo personal tragedies, cataclysmic
weather, or catastrophic economic events. Note that the route into poverty is not neces-
sarily the way out. Note that the route back to a solid and sustaining marriage is not nec-
essarily to redo the past, but rather to help a relationship reestablish itself on an entirely
different basis—changes in role descriptions, occupations, preoccupations, and the ways
of the loving heart. The good program designer and the wise and witty interventionist
understand that human beings have wings as well as roots, as the saying goes.

Program Specification
Now let’s turn to the details of program specification. When the practitioner or program
designer turns to the problem of playing out the theory in the real world, he or she
quickly discovers that program theory cannot be directly implemented since it is, by na-
ture, entirely an abstraction. The problem is how to make the thing concrete, how to
choose concrete instances of those theoretical ideas. Doing that is not so mysterious, an
ordinary thing, something most of us do every day. What do we do when we keep lock-
ing ourselves out of the house because we left the keys inside? We develop a sort of
minitheory about why it happens using some observations, facts, and some logic. For
example, we recall that we always leave the key ring in the coat last worn (fact) and for-
get to take them out the next day (fact). The idea that springs to mind (program theory)
is simply to put them away in a place where we’ll see them the next time we want to leave
the house. Or we remember that there’s only one key for three roommates (fact) and the
last one to leave has to put the key under the outside doormat; then (we theorize) if
everybody had their own key, I could put mine on my own key ring, which I recall as a
fact that I’ve never locked inside the house. Problem solved?

Oops, no, not quite. Notice that the idea “everybody has their own key” doesn’t
make keys appear like magic, rather they have to be made. And that is the idea of program
specification—it instructs a person, very concretely, what has to be done to make good
outcomes result. So, the program specification here looks like this: (1) take the key to
the locksmith, (2) get the keys made, (3) pay for them, (4) test them out to see if these
duplicates actually work, and (5) distribute them to the roommates. Unless each of those
steps are completed, no solution to the problem is obtained! Could there be other pro-
gram specifications? Sure—throw away all the keys to make sure nobody locks the
door . . . ever! But that may involve some not-so-pleasant consequences—some pro-
gram specifications (and theories) are better than others.

Here is an example of how a program specification is drawn from a real social
program theory. First, in Figure 7.1, there is a diagram of a program theory and the
reader will notice in the diagram a variable called “Parent who expects emotional sup-
port from their child” (in last line of the center box). And notice that there is an arrow
indicating a consequence of this, which is that a parent “lacks understanding of a child’s
needs.” The program design in the lower part of the figure selects this last variable with
the idea that reversing it will, ultimately, go some way to prevent further abuse of a
child. The designer expects to reverse it by including a parenting classroom for “par-
ents to learn age-appropriate expectations of a child,” one of which is that a child can-
not be expected to be a major source of emotional support for their own parents. The

146 P A R T T W O / A Style of Policy Analysis

idea here is that this expectation can be reversed by “learning” some basic, straightfor-
ward things like this about child development. Ultimately, this program design antici-
pates that if parents view their child as just a child, not an adult, it will engage their
“natural” drive to protect them, rather than look to them as an adult capable of giving
emotional support.

If the objective is parental learning, the program specification, the program activ-
ities here, must be about teaching abusing parents’ age-appropriate expectations: Thus,
it might include, at least, (1) content about age-appropriate expectations and (2) specific
educational processes dedicated to mastering that content (e.g., group and individual
classroom exercises, readings, group discussions providing opportunity for parents to
learn the content). Notice that this will require yet another theory—this time explaining
how parents learn new things. The specification must be sufficiently detailed so that a
practitioner will know what to do and an observer can tell by looking whether that is what
is happening in program activities.

Program design and program specification are essential to managers for monitor-
ing the quality of program operations. Program design answers the question of what to
observe (monitor) in order to know whether “things are going right.” A clear program de-
sign and specification show what program activities are important for a manager to keep
track of. The heart of what she or he is observing lies in whether those activities were
implemented according to specification. In the foregoing example, the issue would be
whether the specified content about age-appropriate expectations was actually presented
to program participants. And were class exercises and discussions actually taking place,
whatever else was also happening? The reason the manager needs to be concerned is
that if it is not happening, there is no reason to expect positive outcomes. That’s bad for
program participants and, ultimately, bad for the service-delivery organization. Some
bright reader may think: “What if positive outcomes happen even if a program design
isn’t actually implemented to specification?” Good question. Here are some answers.
“Spontaneous remissions”? Not likely. Either something was happening in the lives of
these parents that no one is taking account of or practitioners were doing something right
that needs to be identified and learned from, and it might be replicated in whole or in part
for the benefit of others. Good programs take care to do that.

Some practitioners might be offended by the idea of program specification, believ-
ing it would take the natural flow, the intuitive interchange, out of the helping process.
But that’s not the idea here. Program specification is not an exact script for practitioners,
only a minimum description of practice activities that sets out helping processes that have
to be done. Along the way, practitioners and program participants discover a way to re-
late to each other so that people can actually benefit from the program. Nothing is auto-
matic here. It isn’t that program specifications prescribe boundaries for the helping
adventure as much as they identify places that have to be visited. Exactly the paths fol-
lowed in wandering through the geography of a helping encounter is a matter of the art
of conducting a helping relationship. The stage-play metaphor may still be helpful here:
Although no actor invents her own script, she is the central figure who delivers the mes-
sage to the audience. Because she is free to interpret within her performance, she gives
the script its meaning—and it is to the interaction between actor and the audience that
any drama, helping or otherwise, owes its life and its vitality.

C H A P T E R 7 / Analysis of Service-Delivery Systems 147

Some Different Types of Administration
and Delivery of Social Service Programs,
Benefits, and Services

Neither love, money, nor good intention alone is sufficient to get benefits and services
to masses of people who need them. Some kind of organizational system is necessary to
deliver the benefits or services that bridge the gap between problem and solution. In its
original sense, to describe something as bureaucratic was to call it thoughtful in pursu-
ing logical, effective, and efficient means to specific ends, of people working together in
a set of defined roles when clear divisions of labor and authority enhanced the effective-
ness and dispatch with which responsibilities were accomplished. That is still an ideal
for organizations, certainly those we are concerned with here. Let us now consider some
different types of organizations and their particular problems.

Centralized Service-Delivery Systems
Authority is always important in centralized organizations, and it is always clear where
authority resides. The organization is pyramidal, with the highest authority at the peak,
usually residing in a single chief executive officer (CEO). That office will include support
staff who have specialized duties: for example an information systems staff responsible
for routine data gathering and care of its computer systems, a legal staff, someone re-
sponsible for buildings, and, of course, accounting. The line staff are administrative of-
ficers (e.g., program directors and supervisors) who carry out the CEO’s directives
having been delegated his or her authority over all other personnel and actions in the
lower-level departments and offices of the organization. Hence, it is easy to show the
lines of authority in an organizational chart, which reveals who is responsible to whom,
who carries what responsibilities, and how one office or department is distinguished
from another.

In contrast, some organizations are decentralized, where different departments
and offices are under only the authority of the CEO and report directly to her or him—
no supervisors or department heads. In a large organization, that can mean that each de-
partment has greater freedom to develop its own ways of operating, ways that may be
different from other departments; of course, in a small organization, such decentraliza-
tion might only mean that a CEO has more chance for close supervision of operations.
In a large organization, the number of layers of authority between any department and
the CEO can be (but isn’t always) a measure of how much freedom each unit has in de-
signing its own operations. The number of authority layers is equivalent to the number
of administrators, including the CEO, who must authorize an action the administrator
or staff member wants to take.

But note, at some point, an organization becomes so large that an informal local
organizational autonomy sets in. There is some size at which no CEO (or even lower-
level administrators) can personally monitor organizational operations; hence, given a
sufficiently large size, lower-level departments are shielded from close oversight and

148 P A R T T W O / A Style of Policy Analysis

thereby gain a measure of informal autonomy. Like little colonial outposts of the
1800s, far removed from the capital of the empire, they begin to set their own style and
rules—often (but not always) for the better. And it is not only size but geographic sep-
aration that can produce this result; statewide social service programs, for example, as
in geographically large U.S. states with large rural areas scattered widely throughout a
number of county or city local offices, gradually work out their own styles. On this ac-
count, organizational charts should be viewed with some suspicion since they show the
planned state of affairs, seldom up-to-date in any case and ordinarily not reflecting
how things actually work.

Local administrators and staff can and do exploit this freedom to the advantage of
program consumers. Personal social service practitioners and programs should exploit it
since they perform individualized services for consumers. It’s not a subversive suggestion,
rather a perfectly straightforward matter. Some services are simple enough for a state of-
fice to design and plan in the abstract. But, if services are for abused or neglected children
or the homeless, a “one-size-fits-all” set of administrative procedures is unlikely to meet
program participants’ needs. Readers should notice that the perspective here favors de-
centralized administration for personal social service programs and centralized adminis-
tration for programs delivering hard benefits like school meal programs, housing
subsidies, and food stamps.

Centralization has other common problems. One is the time it takes for a cen-
tralized organization to make decisions. Unless authority is clearly delegated and the
conditions for making decisions at levels lower than that of the top executive are clear
to everyone, decisions, even simple, obvious ones, will often be time-consuming when
passed on to a higher executive level.

Most important, since a centralized organization has many executive or supervisory layers,
there is, necessarily, a large distance between clients/program consumers and administrative deci-
sion makers. That is a problem because those who plan the organizational future and
make large-scale decisions about services can be far removed from the way the organi-
zation deals with program participants and consumers. In this sense, it is fair to say that
although centralization increases formal accountability within organizations (“easily
identifies who is at fault”), it also decreases accountability to those it serves. Rapp points
out that this kind of organizational structure “reinforces the tendency to maximum non-
responsiveness to clients and their welfare.” And he makes clear that the focus in cen-
tralized organizations is on control over operations, most usually on the basis of what
the organization needs (reporting and data gathering, adherence to policy rules, and so
on), rather than what its consumers or program participants need.4

Client-Centered Management and “Inverted
Hierarchy” Service-Delivery Systems
Social service–delivery organizations, especially public social services, can be notori-
ously unsatisfying places in which to work. Staff who work directly with clients are
often overburdened beyond belief, pay is low, and organizational support is often ab-
sent in the extreme. And, in an important way, centralization is one of the reasons for

C H A P T E R 7 / Analysis of Service-Delivery Systems 149

those problems. But it is only the most obvious reason. The main problem in centralized
organizations is that the organization is centered on its own structure and survival and has lit-
tle time or energy to be client/consumer centered, much less to care for its practitioner staff.

Rapp and Poertner have designed an alternative to the traditional, centralized
service-delivery agency and called it “inverted hierarchy.”5 They believe it will de-
liver better social services precisely because the driving metaphor is client/consumer-
centered. Rapp and Poertner, like all good paradigm breakers, stand the idea of
centralized structure/authority on its head: at the top of the organizational hierarchy in
place of CEOs and administrators are clients/consumers and direct service workers—all
other personnel in the organization are (chartwise) below and in service of them. The
task of management is not to control but to assist those who are most directly in contact
with people in need. Rather than focus on control and monitoring direct service work-
ers, managers’ main function in this type of organization is to provide organizational
help in four ways:

1. making clear what is to be done and expectations for those doing it: literal mod-
eling by managers of the idea of client/consumer-centeredness, helping workers
to reframe client/consumer situations, clarifying service plans, and so on.

2. providing the tools to do the job (resources, adequate time, and equipment).
3. removing obstacles and constraints: large caseloads, less paperwork, meetings,

office noise, and so on.
4. creating “a reward-based environment” in which successes of direct service

workers are made noticeable and responded to positively by those around them
so that the organization becomes a place for work that is satisfying, full of pride,
and pleasurable.6

This client/consumer-centered management goes well beyond its historical roots in this
field; the principle is “managers venerating people called clients.” It refers to specific
managerial behaviors:

1. managers must have frequent, friendly, and respectful contact with clients/
consumers

2. managers must assume client/consumer advocacy as their task7

When Rapp and Poertner speak of managers’ responsibility to “create” organizational
focus, they mean a focus on clients/consumers and client/consumer outcomes plus “an
obsession with achieving (them).”8

Federated Service-Delivery Organizations
Federations are two or more organizations that agree to cooperate and coordinate their
services in certain, usually limited and precisely specified, activities. For example, several
nonprofit day care programs may agree to have one of them take responsibility for ad-
vertising services and receiving and processing applications. In return, other programs
may take responsibility for food service and another for building maintenance, and yet

150 P A R T T W O / A Style of Policy Analysis

another for on-site nursing services, and so on. Recreational programs such as the
YWCA, YMCA, and Boys Club may agree to focus services only on specific neighbor-
hoods so that they cover a whole community without duplication. The hoped-for effect
of federation is to serve the total need (or at least a greater proportion) and serve it in a
way that avoids duplication of effort while making efficient use of available resources.
Note that in federations, no program necessarily gives up any authority over its internal
program operations except about what agreements specify. And, of course, federation is
voluntary, so no program makes a commitment it cannot revoke after the terms of the
agreement have been completed. Most federation agreements specify time periods.
Tucker has described five types of interagency federative and cooperative efforts:9

� loaning staff to another organization
� locating staff at same office site
� delivering the same service jointly to agencies
� combining delivery of one service with another
� consulting with other agencies in a formal way

Federation has some well-known difficulties. One such is that it is difficult and
often time-consuming to resolve conflict over the terms of a federation agreement.
Few agreements can be written so clearly that all contingencies are spelled out and,
of course, the unanticipated always occurs. Federations exist because of the desire for
voluntary cooperation and should the thread of this cooperation be broken by conflict,
a stalemate can occur and the enterprise is threatened. Voluntary cooperation involves
a good deal of negotiation. There is nothing wrong with that, but sometimes there is no
time for it and sometimes negotiation isn’t successful. One of the strengths of central-
ized authority is that it only takes a single person who is in charge to make a (poten-
tially quick) decision.

Case Management Service-Delivery Systems
One strategy for solving integration and coordination problems in the complex system
for service and benefit delivery is case management. Case management relies on settling
the responsibility for organizing and delivering services and benefit packages on a sin-
gle person—the case manager. This practitioner must assess client/consumer need,
plan for the provision of services and benefits to meet those needs, and identify and ac-
quire commitments from other organizations and service providers to deliver those
services and benefits for a whole range of client/consumer needs (housing, medical
care, employment, legal services, child day care, nutrition, personal counseling, and so
on). Case management can go beyond just assembling “packages”; it can range from
constant monitoring for quality to responsibility for seeing that clients/consumers get
to the right places at the right times. It can also extend to actively advocating for
clients’/consumers’ rights on behalf of benefits and services that may be unjustly with-
held. Case management is also a product of extensive frustration in the field with the
high degree of specialization in the functions performed by different agencies. So spe-
cialized have these functions become that differences between services and eligibility

C H A P T E R 7 / Analysis of Service-Delivery Systems 151

rules virtually mystify the uninitiated. One of the case manager’s tasks is to clarify for
clients/consumers the service and benefit choices available and what is necessary to
gain access to them.

Although there are many versions of how case management should be pursued,
three styles illustrate the variability. The most simple approach proposes that the case
manager act as a broker of services, one who has little direct contact with
clients/consumers but simply identifies needs based on clients’/consumers’ direct re-
quests, locates organizations that offer relevant services and benefits, and refers
clients/consumers to them. Responsibility for making direct contact rests with the
clients’/consumers’ own initiative. A second version of case management views the case
manager as a therapist devoted to healing but one who actively pursues, monitors, and
evaluates the provision of treatment, services, and benefits other than what the case
manager can provide directly. That pursuit, monitoring, and evaluation occur in tan-
dem with the therapist/case manager’s treatment/services. A third version, taking ex-
ception to the presumption of client/consumer deficit or pathology implied in the
second version, seeks to organize and orchestrate resources focused on an assessment
of client/consumer and client/consumer social network strengths and assets. This
is done in an effort to support and augment these strengths in service of the clients’/
consumers’ greater functioning in an ordinary community.10 Thus, the case manager’s
assessment of need is focused on strengths assessment rather than on diagnostic im-
plications for treatment. Resource acquisition is done with a dual focus on person–
environment interactions and with a strong commitment to client/consumer partici-
pation in decision making, resource acquisition, and quality monitoring. Ditchbank
describes these contrasts in the following way:11

The client[/consumer] in the community needs a traveling companion, not a travel
agent. The travel agent’s only function is to make a client’s reservation. The client[/
consumer] has to get ready, get to the airport and traverse foreign ground by himself.
The traveling companion, on the other hand, celebrates the fact that his friend was able
to get seats, talks about his fear of flying and then goes on the trip with him.

As Rapp and Chamberlain note, “The travel companion is an enabler engaged in a hu-
man relationship with the client but is not a therapist focused on the internal dynamics
and psychiatric symptoms.”12 Indeed, there is some important research support from six
studies over ten years for the success of the strengths-based case management model. In
two small experimental studies, one has shown statistically significant reductions in hos-
pitalizations for the strengths-model case management group, though one study did
not.13 A larger but post-hoc correlational study “suggests that clients in the strengths-
model case management group had fewer hospitalizations or emergency room visits.”14
In other studies (both experimental and nonexperimental), other outcomes associated
with strengths-based case management were community living skills and appropriate
community behaviors,15 greater overall physical and mental health,16 greater tolerance
of stress,17 and reduced family burden,18 among others.

As a design for service delivery and administration, the “strengths-based case
management” model, Rapp says, requires certain organizational (“structural”) features

152 P A R T T W O / A Style of Policy Analysis

to be in place as necessary conditions for implementation.19 Here are some examples; note
their importance and particularity:

1. Team structure for service delivery: case planning, mutual support, passing on
knowledge of resources, and so on.

2. BA-level workers can be case managers but “require access to specialists, particularly
nurses . . . and experienced mental health professionals as team leaders.”

3. Workloads for case managers shouldn’t exceed 20, nor average more than 12 to 15.
4. Case management service should be of indeterminate length while expecting in-

tensity to vary, of course.
5. Twenty-four-hour, seven-day-a-week access to crisis and emergency services,

preferably involving the case manager.
6. “Case managers should have ultimate responsibility for client services, excepting

medication, and retain authority even in referral situations.”

Staffing with Indigenous Workers
as a Service-Delivery Strategy
Indigenous Workers. An indigenous worker is a nonprofessional who has had personal
experience with the social problem of the clients being served.20 As used here, the term
indigenous refers to its common dictionary definition: originating in, growing, or living
naturally in a particular region or environment. Thus, with respect to poverty, an
indigenous worker is one who “lives naturally” in an environment of poverty. With
respect to criminal deviance, an indigenous worker is a person who has been convicted
of a crime and spent some time in prison. The classic example of the indigenous worker
is the reforming alcoholic who is an active member of Alcoholics Anonymous (AA).
The theory behind the indigenous worker strategy assumes that some social problems
generate a particular culture or lifestyle or, according to Oscar Lewis, a “design for liv-
ing” that has the social problem as a central reality to which life adjustments and
responses must be made.21 Those who have lived with a particular social problem have
in fact become intimately acquainted not only with its reality but also with the cultural
response to it. Such people know its customs, its language, and its common patterns.
That knowledge, born out of experience, enables that person to establish communica-
tion more quickly and effectively with those who continue to live with a given social
problem. Alcoholics readily speak of the unique subculture of the alcoholic experi-
ence—how it yields a common pattern of life and a common language for those life
experiences and how difficult it is for an alcoholic to believe that anyone who has not
experienced alcoholism can understand it.

There are other social problems that develop a strong subculture. The most obvi-
ous example is that of substance addiction, the habitual use of chemical substances.
Heroin addicts tend to form a discrete social group in their communities (though, as is
the case with alcoholics and all other subcultures, loners exist among them); the life of
individuals and the cultural group center on the central fact of demand, supply, and use
of the chemical. Language, manners, and customs grow up around its use and are shared

C H A P T E R 7 / Analysis of Service-Delivery Systems 153

among group members. Knowledge of those cultural features of the addict’s community
gives the indigenous helper the critical edge in establishing communication and credi-
bility more rapidly and more effectively. Perhaps less common—but certainly not less
serious—is the use of indigenous workers to defuse encounters with staff of service-
delivery systems that clients/consumers experience as humiliating, abusive, or trau-
matic. Keep in mind that social class, racial differences, prejudices, and biases can be the
sources of experiences that are so humiliating and abusive that clients/consumers will
do terrible things to themselves to avoid repetition of the experience: They will go hun-
gry, refuse to seek medical care, or refrain from seeking redress when innocent and con-
victed of crimes that carry serious penalties.

Also understand that in some geographic areas where racial minorities comprise a
very large proportion of the population, the actual encounter between such minorities
and outsiders may be infrequent; after all, the literal meaning of ghetto is “an isolated sec-
tion.” Children of ghetto minorities may have their first encounter with people different
from themselves only on visiting or being visited by a staff member of a social service
agency. The encounter may be particularly revealing; having a black or Latino child
feel the visitor’s skin to see whether the white rubs off is not a scene that whites are par-
ticularly prepared to understand, much less handle well. The extensive use of indigenous
workers can facilitate services and reduce serious misunderstandings, trauma, and abuse
that can result from tense encounters between ethnic groups and naive whites. Use of the
indigenous worker seeks to increase the probability that the staff member whom the
client/consumer first encounters will be able to respond in ways that are culturally and
socially sensitive and empathetic with the client’s problem. Whereas the primary intent
of using indigenous workers is to produce better service for consumers, there is good rea-
son to believe that there also can be specific benefits for the indigenous worker as well.
For example, the helper-therapy principle asserts that those vulnerable to a problem who
set out to help others with the same problem are very likely to benefit simply by being in-
volved in the helping process.

There is no clear understanding about why this is so; the principle is simply an em-
pirical observation of outcomes. The helper-therapy principle may be just another ver-
sion of the common wisdom that in helping another to learn, one learns as much in the
process. The indigenous worker approach as a service-delivery strategy does have some
basic problems and some limitations despite its appeal. Clearly, the indigenous worker
idea is effective only with social problems that generate a subculture that is sufficiently
unique so that it cannot be easily learned, understood, and incorporated by the ordinary
nonindigenous helper. Also, it turns out that the career of a particular individual who per-
forms in an indigenous worker role is fairly short. The tendency of the indigenous
worker is gradually to take on the attitudes and values of the professional staff of the non-
indigenous organization. That process goes by other names—socialization and coopta-
tion, for example. It is certainly natural enough that a person should assimilate to the
norms and outlook of those positioned to befriend, reward, and punish. It is not neces-
sary to refer to a conscious motive on the part of organizations that employ indigenous
workers to accomplish this; it is sufficient to cite socialization as a natural process in
human groups.22 Close observers of indigenous workers in Head Start and Community
Action Programs (CAPs) report that it takes about eighteen months for the indigenous
worker to be acculturated to the organization that pays the worker’s wages. In other words,

154 P A R T T W O / A Style of Policy Analysis

eighteen months may be about as long as one can expect an indigenous worker to retain
a view of the social problem of concern that is sufficiently allied with client views so that
it gives the indigenous worker a unique value perspective.

Referral Agencies in Delivering Social Service
Any system of agencies and organizations involved in delivering social welfare services
and benefits can be a puzzle for clients/consumers and helpers attempting to solve
problems. In any given metropolitan area, hundreds of agencies, programs, and orga-
nizations offer multiple services and benefits under widely varying conditions for di-
verse target populations. This is one reason why benefits and services are inaccessible
to people who need them. Sometimes the organizations are so numerous and the na-
ture of their services and entitlement rules so ill defined and difficult in terms of dis-
tinguishing one from the other that it requires direct experience to judge exactly where
a certain client with a certain problem should be referred for services or benefits.
Where this has been identified as a problem, one solution has been to create a special
agency whose sole purpose is to ensure that clients/consumers get to the appropriate
agency. Such a solution is the embodiment of an attempt to solve a problem of accessi-
bility—a problem created by the fact of agency overlap, duplication of services, and the
general disarray of the social welfare service-delivery system in the United States.

Referral agencies often assume a client/consumer advocacy role as well, viewing
their responsibility as extending further than the simple supply of information to clients/
consumers about the “best” source of help for their problem. Most referral agencies are
also committed to advocating their clients’/consumers’ needs to the agencies to which
the clients are referred. The purpose of this advocacy is to ensure that once the applica-
tion is made, the clients/consumers get the services and/or benefits to which they are en-
titled by right, policy, or law. In this sense, then, the referral agency acts as both a “front
door” for all the community’s agencies and as a “door widener” for clients/consumers to
get what they need and what they are entitled to. Advocacy practices vary widely—fol-
lowing up with a phone call on each client to ensure that the client–agency contact was
made, helping a client/consumer file an application for a “fair hearing,” referring a
client/consumer to legal counsel to get a special judgment as to whether the agency’s ac-
tions or policy interpretations were correct. Some referral agencies broaden their func-
tions to include what are commonly called “doorstep” functions; that is, the agency’s
reason for being is to serve all persons who “appear on their doorstep.” They are free to
serve as just a referral agency and, commonly, that is the most frequent service, but where
services are not available or cannot be made available by some combination of expert
choice of referral and client/consumer advocacy, the agencies’ commitment is to serve
the clients’/consumers’ needs. It is in fact a radical professional commitment to under-
take to serve all clients’/consumers’ needs. One of the stated functions of “doorstep”
agencies is that of constant monitoring and assessment of the adequacy and range of so-
cial services in the community, and of planning for additions or extensions when indi-
cated by experience. In Great Britain, a whole program has been devoted to the
development of referral agencies and is directed toward the development of “Citizens
Advice Bureaus” whose purpose is to provide referral services and, where necessary,
client/consumer advocacy.23

C H A P T E R 7 / Analysis of Service-Delivery Systems 155

Program Consumer/Beneficiary, Client-Controlled
Organizations as a Service-Delivery Strategy
Organizations delivering social services or benefits organized and operated by the very
people who they serve has developed with some strength over the years. It has strong his-
torical roots among groups driven by the “self-help” idea, for example, in the neighbor
housing programs initiated in England in the mid-1800s when the idea seems to have
first arisen of helping poor people in neighborhood groups arrange for funds to buy their
own derelict houses and rehabilitating them with what we now call “sweat equity.” Habi-
tat for Humanity is a contemporary example. But such “mutual aid” societies for all kinds
of purposes, both economic and sociocultural, have been developed by tribal societies
(and later discovered by anthropologists) all over the world. In the contemporary world,
they are often different than that; they are rather advocacy or activist political organiza-
tions among the poor or oppressed. Since they have no money or goods to share mutu-
ally with each other, their organizational focus is on ensuring that people actually receive
what legislation or public policy has already established is due them as help in solving
their difficulties. Examples are many: the National Welfare Rights group, Family Focus,
and so on.

Racial, Ethnic, and Religious Agencies as a Service-
Delivery Strategy
Instead of simply ensuring that there are staff members who either have a special cul-
tural understanding or who speak a special language, a whole organization can be de-
veloped that is exclusively devoted to the special social welfare needs of specific groups.
Various kinds of such service-delivery organizations currently exist: Some state income
maintenance programs have established special units to serve Asian populations; at one
point in the early 1970s, the Black Muslims were frequent sponsors of child care and
emergency relief agencies for black inner-city populations; many metropolitan inner
cities have had medical facilities that traditionally served only blacks. Probably the
most common example of ethnic- and race-oriented service-delivery organizations are
the black adoption agencies that responded to local black communities whose children
were embedded in the public foster care systems. As Fanshel, and others since have
shown, the likelihood of these children leaving “temporary” foster care before they are
self-supporting is distressingly small.24

At one time, it was believed that the black community did not have the foster par-
ents or adoptive parents needed to serve these children. Those who pioneered black
adoption agencies believed that the reason black people were not forthcoming to serve
these children was the barrier to application posed by confrontation with an all-white
staff and the formal nature of foster care or adoption application forms, as well as inter-
views required in a formal office setting instead of in the home or even in a familiar
neighborhood. Also problematic were the extensive discussion of past psychological
history and the high fees required. Adoption agencies to serve black consumers were cre-
ated to construct a program that would give black applicants more reason to believe that
their applications and life circumstances would be received with sympathy. Furthermore,

156 P A R T T W O / A Style of Policy Analysis

it would avoid a confrontation with all-white personnel on unfamiliar grounds in unfa-
miliar neighborhoods. In fact, some of these agencies have been dramatically successful
in increasing both the number of foster and adoption applications from black families
and individuals and the number of permanent placements of black children. They
demonstrate clearly that prior statements about the barriers presented by an all-white
staff and the application process of the traditional child-placing agency were probably
correct. It is worth noting that even though this service-delivery innovation seems to be
one of the few undeniable successes in the delivery of child welfare services in years, it still
lacks widespread support and is still controversial. Nevertheless, in some places where
black adoption programs have been operating for a few years, healthy black infants are
being placed in adoption where they weren’t before.25 As important as these special eth-
nic agencies are in the solution of some severe social problems, this service-delivery strat-
egy was not alone a sufficient answer. Availability of “adoption subsidies” was a crucial
factor in the recruitment of black homes for black children.”26

Black adoption agencies are a special contemporary example of the private voluntary
program, which has been so prominent a part of the U.S. social welfare scene for so many
years. It is easy to forget that before the 1930s, the major burden of the social welfare ef-
fort was carried by private voluntary agencies. Many of those voluntary agencies were eth-
nically and religiously oriented, oriented to alienated and often stigmatized subcultures
that were similar in social status to today’s U.S. black or emigrant Hispanic, Asian, and
Caribbean population. Out of that social position grew ethnically and religiously oriented
social welfare agencies intended to serve the needs of their cultural parent group. The
black adoption agencies are an independent but parallel development, an interesting com-
mentary on the hardiness of the ethnic self-help, mutual-aid phenomenon. There has also
been the contention that special agencies to serve ethnic and racial interests are prohibi-
tively expensive because they duplicate the efforts of the mainline social agencies. Cer-
tainly, there is little question that they are duplicative; whether they are expensive from a
cost-effectiveness viewpoint (from the result obtained) is another question.

Religious agencies have a long history of providing benefits and services to the
poor and oppressed, which any introductory social welfare text will acknowledge. Many
of the larger sectarian social welfare organizations such as Catholic Social Services, Sal-
vation Army, Jewish Family and Children’s Services, and various Protestant welfare
agencies deliver services at the local level through the support of public grants and
POSC arrangements. Also, there is evidence that in the future many religious congre-
gations will become more active partners with the public sector in local service design
and delivery.27 Present efforts for expanding the role of religion in social programming
received support during the Reagan administration and a major boost in passage of the
Personal Responsibility and Work Opportunity Reconciliation Act of 1996 (PRWORA).
In the PRWORA, Congress included a “Charitable Choice” provision to dissuade states
from excluding faith-based organizations as contractors for their public welfare pro-
grams. The intent of Charitable Choice was to ensure a “level playing field” for reli-
gious organizations that were being denied purchase of service contracts unless they
were willing to remove all traces of faith from their service programs. Since passage of
PRWORA, so-called “faith-based initiatives” have emerged to provide technical assis-
tance for potential religious service providers (such as grant writing information and

C H A P T E R 7 / Analysis of Service-Delivery Systems 157

skills) and to promote the use of public funds to support their role in providing com-
munity services.28

Faith-based initiatives have been hotly debated, and positions taken on the faith-
based movement have been passionate. At one extreme is the position that public social
welfare services in a wide range of program areas should be turned over to faith-based
providers. Those who hold to this position argue that the faith component attached to
services has in the past made them more effective than today’s services rendered by sec-
ular public employees.29 Although there are proponents for this extreme view, most ad-
herents of a faith-based initiative back away from the expectation that the religious
sector could realistically replace all or most public social services. At the other end of the
spectrum are some that are fearful that any further blurring of church and state is likely
to erode support for a public commitment to social welfare.30 A cautious middle ground
is taken by those who believe there may be some good reasons why not all states have
legislated rules and regulations deemed friendly to a wholesale expansion for partner-
ship between public social welfare agencies and faith-based organizations. At issue are
questions about separation of church and state, as well as administrative concerns about
the capability of local congregations and other smaller faith-based providers to deliver
social and human services by qualified personnel. The National Association of Social
Workers (NASW) is a representative of this middle ground approach.

In January 2002, NASW issued a position statement on “priorities for faith-
based human services initiatives.” The statement acknowledges that social service has
its roots in charitable-voluntary agencies, and social workers are often involved in pro-
viding services in such venues. Also stated is the philosophy of NASW that maintain-
ing a complementary relationship between public and private resources is desirable
and necessary. The NASW position statement puts forth five fundamental principles
of social service delivery that must be maintained in the public/private relationship.
The principles address (1) accessibility to services, (2) accountability, (3) appropriate
staffing, (4) separation of church and state, and (5) maintaining government responsi-
bility. Particular to faith-based initiatives, the NASW priorities elaborate the position
that any new publicly funded faith-based organization must provide services in an in-
clusive and nondiscriminatory manner, and existing nonprofit social service agencies
must not be disadvantaged with respect to funding because they are not faith-based or-
ganizations. Also, safeguards must be implemented to assure that services are appro-
priately coordinated, provided by qualified individuals, without requirements for
religious observance, and without discriminatory practices in agency employment and
in access to services.31

We agree with NASW and others who support the constitutional issue of separa-
tion of church and state when faith-based initiatives are implemented. There tends to be
an irresistible temptation in many cases to use human service programs as an opportunity
to evangelize. The logistical issue of not requiring client/consumers to attend religious
services as an eligibility condition is not hard. The big problem is that some social treat-
ments or interventions, particularly those concerning addictions, are based in part on the
adoption of a new perspective and that often is religious. Consider, for example, the
twelve-step programs in which getting right with God is one of the steps. It is a problem
of significant proportion and we argue that the issue of separation of church and state

158 P A R T T W O / A Style of Policy Analysis

should be preserved from challenges that propose to mix evangelism in any form in so-
cial programs.

Many of the religious programs being recruited by faith-based initiatives are run
out of churches that are very authoritarian. Where faith-based social programs are op-
erated under the auspices of churches whose leadership is characteristically authoritar-
ian, Roman Catholic certainly, but fundamentalist and charismatic Protestant just as
well, a single member of the clergy (or very small elite group) is given great moral, ad-
ministrative, and financial power. Where that is so, such congregations have little or no
tradition or experience in calling church authority to account. The possibility for mis-
use of funds or abuse of operating policy requirements for use of tax funds is very
great—human propensities for power, greed, and institutional self-serving being what
history reveals them to be. To avoid that, accountability internal to the organization is
essential. External monitoring and oversight have strict limits.

In addition to ideological, professional, and practical issues concerning faith-
based initiatives there has been the more sinister specter of political skullduggery. In fis-
cal year 2002, Congress appropriated $30 million for a so-called “Compassion Capital
Fund” in the federal departments of Labor and Health and Human Services. The Com-
passion Capital Fund was an appropriation for awarding grants to nonprofit entities (in-
termediary organizations) that would engage in technical assistance training for smaller
community-based and faith-based organizations. According to watchdog observers, the
Bush administration changed the purposes of the fund to include both technical assis-
tance and funding for start-up and operational costs of faith-based organizations. It was
revealed that Bush administration and party officials were engaged in joint political out-
reach activity targeting African American ministers with promises of grants through the
Compassion Capital Fund. Furthermore, it was observed that White House Faith-
Based Office officials traveled to several areas of the country to engage in outreach for
the Compassion Capital Fund, but nearly all of the appearances occurred at party-
sponsored events or at events with Republican candidates in close election races during
the 2002 elections.32

One leading scholar on religiously related social services, Bob Wineburg, points
out that the Bush administration’s faith-based initiative is really something different
from the ongoing efforts to enhance the partnership between public funders and reli-
gious service providers. He refers to White House promotional activities as a “second
faith-based initiative” with three intertwined motives: “religious, social engineering, and
votes, namely black votes.”33 Wineburg observes that the architects on the religious side
are mainly conservative and Evangelical Christians who promote government funds for
churches and faith-based organizations that provide “relational social services”—ser-
vices that “center on one’s personal relationship to Jesus.” Wineburg adds that the
Catholics, Lutherans, and Salvationists who have been providing human services with
public funding through the years “simply lost their souls and had become indistinguish-
able from the government.”34 The social engineering feature is being promoted by peo-
ple who aren’t necessarily true believers in faith-based social services, but rather they are
opponents of a public sector social welfare system. “To them, government robs taxpay-
ers of their liberty by prohibiting them from choosing whom to assist, when to do it, and
how much to pay.”35 These social engineers believe that helping the needy should be

C H A P T E R 7 / Analysis of Service-Delivery Systems 159

done almost exclusively by the private voluntary sector. The third motive behind the
“second faith-based initiative” is politics. “By creating an initiative that sends money di-
rectly to small black churches, there is the chance to increase the base of support among
this traditionally Democratic block of voters.”36 The future directions of the so-called
“second faith-based initiative” remain to be seen. We agree with Wineburg and other
analysts that such motives and activities run counter to the development of healthy re-
lationships between government and the private faith-based service providers.

Overall, faith-based initiatives are sometimes presented in concert with proposals
to further devolve federal responsibilities for social welfare to state and local govern-
ments, and privatization of social welfare services. Although there is good reason to be-
lieve that government partnerships with existing and potential faith-based providers
offer positive advantages for the social welfare system, careful evaluation of the experi-
ences to date appears warranted. In much of the promotion for faith-based initiatives is
the largely untested hypothesis that faith-based services are more effective than services
provided by personnel in secular organizations who are not expected to give the same
proportion of care and moral inspiration.

Privatization of Service Delivery

Privatization, as the term is used in social policy circles, has come to mean a number of
things. At the extreme is the viewpoint that all of social policy programming should be
left to the private sector—both with regard to funding and benefit/service delivery. The
normative and more moderate viewpoint holds that current public social programs
should be infused with as many private funding and service-delivery alternatives as are
practical. We will focus on the funding issues of privatization later in Chapter 8. For
now, we highlight privatization of service delivery.

Advocates of privatization argue that the introduction of market forces in the de-
livery of public services leads to healthy competition.37 Through competition among
service-delivery options, the argument is made that services can be provided with
greater expertise and result in higher-quality services at lower costs. Purchase of service
contracting (POSC) is the most widely used form of privatizing social service delivery.
Extensive use of POSC has occurred for services provided by states and U.S. territories
under the Social Services Block Grant (SSBG)—originally Title XX of the Social Secu-
rity Act. The goals of Title XX set forth the intention to provide services “aimed at the
goals of: (a) Achieving or maintaining economic self-support to prevent, reduce, or
eliminate dependency, (b) to prevent or remedy neglect, abuse or exploitation of chil-
dren and adults unable to protect themselves, (c) to provide services to individuals in in-
stitutions.”38 When added to the Social Security Act in 1975, Title XIX did not require
POSC from private contractors, although it certainly anticipated it because specific pro-
visions in the act (subpart G) set out what has to be included in such a contract.39 POSC
has received popularity for service delivery covered by other federal funding streams in
program areas such as child welfare, domestic violence care, mental health services, sub-
stance abuse treatment, homeless and emergency shelters, job training, HIV/AIDS ser-
vices, Medicaid case management, and food pantries.

160 P A R T T W O / A Style of Policy Analysis

Criteria for Evaluating Service Delivery

Introduction
The important question here is what should we want in the way of a “good” service and
benefit delivery system? We will offer several criteria specifically for evaluating service-
delivery systems—features that characterize organizations good at accomplishing tasks
with effectiveness and dispatch.40 Thus, benefits and services should be, for example,
(a) integrated and continuous, (b) accessible to clients and beneficiaries, and (c) the organization
delivering them should be accountable for its actions and decisions. The traditional economic
criteria used earlier in evaluating other program elements, adequacy, equity, and efficiency,
are not useful here since they concern the actual benefit delivered, the end product. Our
subject here is the service-delivery system, only a means to that outcome, not the end
product itself. By what standards should we judge these means?

Evaluating Program Administration and Service
Delivery: Services and Benefits Should Be Integrated
and Continuous
Social welfare organizations and systems often deliver more than a single program ben-
efit or service. On that account, problems of integrating different program operations,
benefits, and services are always an issue. For example, if system or program parts are not
integrated, clients/consumers may be continually sent from one office to the next with-
out understanding the reasons for being shuffled around, frustrating to say the least. A
benefit-delivery system can be constructed to avoid that situation. For example, since
people likely to qualify for the federal food stamp program are also likely to apply for
benefits/services provided by state public welfare agencies, the food stamp program uses
state-administered welfare agencies (e.g., the agency administering TANF) to determine
eligibility and deliver benefits. This is an example of a service-delivery system integrat-
ing services by coadministration and colocation. It avoids determining eligibility twice
and avoids the potential beneficiary having to go to more than one office to accomplish
that task, saving some administrative costs in the process.

With deinstitutionalization and the closing of many state mental hospitals, pa-
tients with serious mental illness are being discharged into communities without med-
ical care, vital medication, food, or housing. It is a serious problem in both integration
and continuity of care. When a service-delivery and benefit system continues to have
such problems, the system is said to be fragmented. Certainly, that is generally the case
in the United States, where the severe and chronically mentally ill among low-income
groups without health insurance are now being cared for in local jails and state and fed-
eral prisons. Linda Teplin of Northwestern University found that 9 percent of men and
nearly 19 percent of women in local jails in her area were severely mentally ill; nation-
ally, “more than 1 in 10 of all those in jails are known to suffer from schizophrenia,
manic depression or major depression.”41 With the closing of the state mental hospital
system jails have become the first line for the treatment of the mentally ill. And, with-
out state mental hospitals, mental patients easily get into criminal difficulties and, thus,

C H A P T E R 7 / Analysis of Service-Delivery Systems 161

into state prisons, where they get what is nearly the only psychiatric treatment avail-
able for those unable to pay regular hospital and physician costs. That, despite the fact
that it is “2–3 times more costly to provide treatment in prisons than in community
clinics.”42

Another leading example of service-delivery system discontinuity is the Social Se-
curity Disability Insurance (SSDI) program in which entitlement rules legislated by
Congress require that a person declared disabled for work and, thus, entitled to SSDI
monthly cash benefits is not entitled to Medicare benefits until one year later! There is an
exception for individuals with disabilities on SSDI who have Amyotrophic Lateral Scle-
rosis (ALS), which is commonly known as Lou Gehrig’s disease. In the case of ALS,
Medicare entitlement begins the first month the recipient receives SSDI cash benefits
(approximately five months after an individual is deemed disabled). Other individuals
who are disabled and receiving SSDI might be entitled to Medicaid, but that only ap-
plies if they meet a state or U.S. territory income limit for Medicaid—which may be
greater than the SSDI benefit. The disabled might be entitled to Medicaid, but that only
applies if they are very poor; if their SSDI benefit is more than (roughly) $550 for a sin-
gle person, it is enough income to disqualify them for Medicaid. Thus, there is built into
SSDI a systematic service and benefit discontinuity so that many of the assetless, finan-
cially distressed disabled, who are very likely to need medical care, cannot receive it until
two years after they are certified to be disabled.

Another important example of service system discontinuities and nonintegration
are child welfare services in the United States, probably one of the most fragmented, dis-
integrated systems in all of the U.S. social services. Local juvenile courts make the deci-
sion to place children in state care and custody though they (commonly) don’t administer
child welfare services but rely on state or local welfare departments to do so. Thus, the
decision to place children in care is divorced from the actual administration of care and
both are divorced from the responsibility to provide funding for same. One could hardly
devise a more fragmented, disintegrated, discontinuous system.

Evaluating Program Administration and Service
Delivery: Services and Benefits Should Be
Easily Accessible
Another criterion for good service-delivery organizations and systems is that they should
be easily accessible to people who need them. Accessibility refers to the extent to which
obstacles prevent ready use. Such obstacles might be geographic location, locations far
away from where potential consumers actually live or work or far removed from public
transportation. Another example can be identified in complicated application procedures
requiring lots of reading or writing when the likely consumers may not be literate and hav-
ing only English speakers for consumer groups when English is not their first language. If
personnel cannot speak the language of potential clients, services and benefits are not fully
accessible to them. That is an important issue in the United States, where there are always
and in every generation significant emigrant and refugee subpopulations concentrated in
particular areas. Today those would be Mexicans, Asians, Central Americans, Haitians,
and, most recently, Russians, Hindus, and Muslims from the Indian subcontinent.

162 P A R T T W O / A Style of Policy Analysis

Cultural but not necessarily linguistic differences can also be an obstacle to access
of needful clients to important benefits and/or services. Some Latino, Asian, or Native
Americans with serious medical or psychiatric conditions have sometimes been unable to
take advantage of treatments prescribed by Anglo physicians and programs because
Western medicine sometimes has a very different style of healing. Native healers (curan-
deros) are commonplace among Latino cultures of all regions and certainly common to
Indigenous North American tribal groups.43 Some medical programs have employed na-
tive healers as part of the treatment staff for relevant consumers.44 With the blessing of
native healers, use of Western procedures are likely to be more acceptable for these con-
sumers.45 It is a way of making services accessible.46,47 Generally speaking, two strategies
have been used to remove obstacles for use of or entry into programs and service-
delivery systems: staffing with indigenous workers and constructing special referral agen-
cies. See the subsections earlier in this chapter in which they are discussed at length.

Evaluating Program Administration and Service
Delivery: Organizations Should Be Accountable
for Their Actions and Decisions
Accountability is the third ideal characteristic of a service-delivery system. The follow-
ing example examines a service-delivery system, an agency concerned with child abuse
as a social problem. Suppose a report was made to this agency of a case of suspected
child abuse but the report remained uninvestigated for two months. Meanwhile, the
child was beaten to death by one of the parents. The agency’s accountability in this turn
of events must be questioned. Be clear that the thing for which the agency is directly ac-
countable is the lack of response to the report.

The service-delivery agency can be said to have a system for accountability if the
following conditions are met:

1. It is possible to identify which staff member decided not to respond to the abuse
report.

2. It is possible for both the staff member and immediate superior to identify the
specific organizational policy that justified that decision.

3. It is possible to identify the staff member’s immediate superior for a quick super-
visory review and opinion of the staff member’s decision not to respond to the re-
port (or lack of attention to it at all) with respect to its conformity to agency policy.

4. If there is substantive disagreement with the preceding opinions by outside third
parties, there is a regular procedure (e.g., administrative hearing) by which such
disagreements can be heard and resolved.

These are the minimum standards if accountability is to be a factor in the operation of
a service-delivery system; more and better features might be involved. If organizations
and service-delivery systems can respond to criticisms simply by denying that any over-
all policy is in operation, the organization cannot be held accountable. In other words,
if no particular staff member can be held responsible, then, of course, no one can be
held responsible. When failure to respond to a report of child abuse is associated
(causally or not) with the subsequent death of a child, it is a travesty of justice to try to

C H A P T E R 7 / Analysis of Service-Delivery Systems 163

affix responsibility only to find that “no one was responsible.” That is why account-
ability is such an important feature in the character of an organization; without it, irre-
sponsibility and injustice go unmended.

Although many mechanisms are used to render service-delivery systems account-
able as discussed earlier, two of the most prominent will be detailed: (1) administrative
(“fair”) hearings and procedures by which clients/consumers can appeal decisions that
affect their benefits or services, and (2) constitutionally derived due process protections
of clients’/consumers’ procedural rights.

Administrative (“Fair”) Hearings and Appeal Procedures. Fair-hearing proce-
dures are a common part of the service-delivery system of many social service programs.
In fact, the Social Security Act requires a fair-hearing procedure for all programs estab-
lished by the act (OASI, TANF, UI, DI, Medicare, and so on). A fair-hearing procedure
is one in which a client or applicant is given the opportunity to appeal to an administra-
tive tribunal or a judge who hears arguments of both sides. This tribunal reviews agency
policy, practices, and enabling legislation and then renders a decision for or against the
agency or the complainant. The administrative judge is duty-bound to hold the agency
to decisions and actions that are consistent with agency policy, tradition, or legislative
mandate. The judge can require the agency to reverse its prior actions or decisions
and/or change its policies and procedures.

Fair-hearing systems most commonly use judges employed by the system that is
in question. On that account, the U.S. fair-hearing system is not entirely independent
of those who must submit to its scrutiny. On the other hand, the job performance of
the administrative judges who operate the Social Security Administration (SSA) fair-
hearing procedure are subject to review only by other administrative judges. How-
ever, during the early 1980s, judges were subject to unusual scrutiny by a new
(Reagan-appointed) chief judge—clearly, the first historical record of blatant presi-
dential political interference with the administrative apparatus of Social Security or
the congressional power to set public policy for the agency.48 The judges’ association
filed suit in federal district court asking for a desist order against such practice. The
conclusion about presidential political interference was supported by the entire bi-
partisan committee, including prominent Republican congresspersons. State welfare
departments administering income maintenance programs also have fair-hearing pro-
cedures, but note that in many state systems, the “judges” often are agency adminis-
trators with no supervisory responsibility for the decision being questioned and
pressed into auxiliary service as administrative judges. Clearly, such judges cannot be
completely free to make decisions that go against the interests of the organization that
employs them. Every social practitioner should be able to counsel clients/consumers
on use of the fair-hearing procedures in force in local social service and health agen-
cies and income maintenance agencies. If they feel that policy decisions affect a
client/consumer adversely and that a decision is inconsistent with past policy, is arbi-
trary or capricious, or is blatantly prejudicial or discriminatory, practitioners can and
should help clients/consumers access fair-hearing procedures.

Practitioners should be prepared to help clients/consumers get fair hearings even if
the policy interpretation that works to their disadvantage was made by the very agency
for which the practitioner works—which is not uncommon. The first loyalty of a profes-

164 P A R T T W O / A Style of Policy Analysis

sional is to the client/consumer, and when there is a conflict of interest between client-
consumer and organization, the professional obligation is to ensure that the client’s/
consumer’s interest is served. That may mean that the client’s/consumer’s advocate may
have to be someone other than the practitioner, and if that is the case, securing the ser-
vices of another professional to advocate for the client/consumer on this one issue is one
strategy.

Due Process Protections for Clients’ Procedural Rights with Respect to Social Wel-
fare Benefits and Services and Administrative Discretion. Scholars and practi-
tioners are in virtual agreement that policy rules are never entirely adequate as a guide to
action or decision in concrete, practical, day-to-day situations. The human condition is
too variable, so that even the best policy statements fall short of accommodating the
complex and finely textured relationships between organizations and the people they
serve. Absent a rule to guide action, staff members use the only recourse left to them,
their own “best judgement,” which can be wrong in any given instance. Among writers
and researchers on policy and organizational problems, such recourse is called adminis-
trative discretion. But, like strange and marvelous lights in the night sky, it needs careful
watching. Administrative discretion can be a threat to the substantive rights of social ser-
vice beneficiaries or service consumers. Administrative discretion can also be a threat to
the procedural rights of citizens in claiming social welfare benefits or social services. Pro-
cedural rights are those elements in a decision-making process that are required for deci-
sions to be made with the openness, fairness, and impartiality that natural justice
demands. In the United States, federal and state constitutions provide for due process of
law where interests in life, liberty, or property are at stake. Prior to the 1970s, social ser-
vices or social welfare benefits were viewed as gratuities in which citizens had no prop-
erty interests. These benefits were granted at the discretion—not the obligation—of the
government. Reichs’s concept of “new property” interest became ascendant, and the cru-
cial case was Goldberg v. Kelley, decided in 1970.49

The key issue in that case was whether the constitutional due process requirements
applied to welfare benefits. The U.S. Supreme Court held that they did indeed. Note
that the Court did not find that citizens have a substantive right to welfare benefits, only
that once a statute grants an interest or a right in a welfare benefit, then that interest must
be protected by the constitutional due process requirements.50 The Supreme Court rec-
ognizes that administrative discretion can indeed threaten the procedural rights that pro-
tect the possibility of just and equitable decisions. What does constitutional due process
require of administrative decisions about eligibility for, continuance of, or changes in
welfare benefits or services? Whereas it is true that the Social Security Act has always
required programs to have a fair-hearing procedure as a way of redressing grievances, it
was little used and the procedures were variable prior to the 1970s, when they became
one of the principal battlegrounds for the welfare rights movement.

The following is Handler’s appraisal of what is required of a fair-hearing
procedure:51

� The right to timely and specific notice of the action taken by the agency and its
basis. The norm is that the written notice must be in a form that the person can
understand and allows reasonable time to prepare for the hearing.

C H A P T E R 7 / Analysis of Service-Delivery Systems 165

� The right to appear at the hearing, to give evidence, and to argue a point of view.
Sometimes allowing a recipient to present his or her story only in writing and not
orally in public will not satisfy the due process standards. The Supreme Court has
noted potential lack of writing ability by welfare recipients. The right to call wit-
nesses exists generally but is not unlimited.

� The right to counsel. In recent years, the Supreme Court has retreated on this
matter, though some precedent still stands.

� The right to confront and cross-examine witnesses.
� The right to an open or public proceeding. “Due process does not require an

open hearing in certain kinds of administrative hearings (prison discipline cases
and school cases),” according to Handler.

� The right to an impartial decision maker. The crucial issue is how much prior ex-
posure to the case biases judgement. It appears that in some cases, the Supreme
Court has allowed decision makers to have substantial involvement.

� The right to a decision based on the record and to written findings of fact and con-
clusions of law. It is very important to understand that in granting the application
of due process requirements to “government largesse” (like welfare benefits and
services), the Supreme Court conditioned the grant in important ways. The general
principle is that due process requirements apply in any given specific instance only
to the extent that there is a balance between the following three elements:
� the seriousness of the grievance to the person receiving the welfare benefit
� the need for any particular due process procedure in order to resolve the

grievance fairly
� the costs in time, money, and other resources to the administrative agency

This means that the balancing test described previously is the most explicit guide avail-
able to the general rules in determining what constitutes an acceptable attention to due
process requirements.

Evaluating Program Administration and Service
Delivery: Citizens and Consumers Should Be
Participating in Organizational Decision Making
Citizen participation is the involvement of consumers and citizen representatives in pol-
icy decisions of a social service–delivery organization. Citizen participation is intended
to increase the accountability of the organization to its consumers and the general pub-
lic who pays the bills. Involvement of laypersons or consumers of agency services in pol-
icy decisions is believed to curb the career and professional self-interest of staff
members. Such involvement exposes professionals to fresh viewpoints and, in the case
of citizen participation by consumers, to a view of service from the receiving end. The
point of consumer involvement is to constrain policy decisions toward the needs of
clients rather than the needs of the community or the service-delivery staff. The prob-
lem with citizen participation as a strategy to increase organizational accountability is
twofold. One, it doesn’t happen very often; laypersons or service consumers are not

166 P A R T T W O / A Style of Policy Analysis

given significant power over policy-making decisions. Two, if they are, they may not be
very interested in taking that much responsibility. Nearly every author who writes
about community participation notes the frequency with which citizen participation
actually refers to token representation. Not only have observers of the scene in the
United States—like Arnstein, Kramer, and Weissman—included this style of partici-
pation in their typologies of community participation, but also British policy analysts
and observers note it with regularity.52

It should be clear that because power is the crucial factor, meaningful citizen par-
ticipation cannot be said to occur unless it is actually exercised. The conditions for its
exercise are as follows:53

1. Citizens must constitute a significant (perhaps one-third) voting block, not just a
token portion, of the whole.

2. Citizens must have the right to initiate actions, not just respond to the agendas of
executive managers.

3. Organizations must help citizen board members cope with formal procedures
(like Roberts’s Rules of Order) and technical language they may find unfamiliar.

The War on Poverty of the late 1960s and early 1970s featured citizen participation
as a central element in program strategy. The CAP (Community Action Program) agen-
cies were a central administrative device by which program benefits and services were de-
livered to neighborhood target areas. CAP agency boards of directors were elected by the
neighborhood areas they served. One of the five major Head Start program areas was
parent participation in the policy-making and program evaluation efforts of Head Start,
which itself was “governed” by an advisory board made up of the citizen consumers. It
seems safe to say that the War on Poverty programs spent remarkable effort and energy
orchestrating citizen and consumer participation. The net gain in citizen participation
of any kind, let alone effective participation, was disappointing in most instances in
both programs. One of the facts about which there is little debate is that volunteer par-
ticipation in organizational decision making is a strongly class-biased trait. Citizen
participation is essentially a middle-class phenomenon; middle-class people take to it
naturally, apparently, whereas blue-collar people do not see it as either very important or
potentially very productive (though they surely might not express it in exactly those
words).54,55 Neither Head Start nor CAP programs serve middle-class populations, so it
should not be surprising that participation efforts were not productive. As Jones, Brown,
and Bradshaw point out, it is not so much a matter of “apathy” as an essential pessimism
about the likelihood of assuming an influential role.56 Given documentation of the high
probability that citizen participation was nothing more than tokenism in Head Start and
CAP, it is a fair conclusion that blue-collar attitudes are in fact a correct assessment of the
situation! Blue-collar people seem to have a grasp of this issue that neither professionals
nor middle-class “joiners” seem to have. To balance the disappointing performance of
the massive efforts by Head Start and CAP agencies to succeed in a full and serious citi-
zen participation program, let us now turn to a description of a successful effort. Many
believe that the Family Centre Project (also known as the Laurence Project) was the most
significant antipoverty program ever undertaken in Australia. Perhaps it is best that Di-
rector David Donison speak for the project.57

C H A P T E R 7 / Analysis of Service-Delivery Systems 167

Radical, pioneering and iconoclastic in theory, and in practice full of human drama, the
Family Centre project appeared to its staff to embody the very heart of the issues facing
social work in the Australia of the mid-70s. The following description of the Project used
by the Brotherhood of St. Laurence in its publicity material outlines the Project’s essen-
tial elements. In 1972 the Brotherhood took the major decision to terminate its estab-
lished Social Work Service and the Youth and Children’s Services and to set up an
innovative and experimental anti-poverty program designed to test new ways of assisting
poor families. The overall objectives of the Family Centre Projects were to demonstrate,
with a small group of poor families who had been long-term clients[/consumers] of the
Brotherhood, that changes in their economic and social conditions and opportunities
were a pre-condition for change in their family and societal relationships, and that it was
toward such changes that social work intervention would be directed. Through the first
three years of the Project, the emphasis was on the redistribution of resources and power
within the programme, with the implication that such changes are necessary in the wider
community if power is to be effectively attacked. Among the features of the Project were:

(a) A universal income supplement scheme in which every family was entitled to
a weekly subsidy to maintain its income at a set level;

(b) An emphasis on “development work” rather than “casework”;
(c) A commitment to the “de-professionalisation” of the relationship between

social workers and clients[/consumers];
(d) The introduction of programme in which the families ultimately took over

the control and running of the Project;
(e) A growing emphasis on welfare rights, self-help and social action.

Another interesting and more recent example of citizen participation and empower-
ment as an accountability mechanism is the rise of citizen review panels for the purpose
of monitoring, case by case, foster placement of children in long-term care. The function
here is to keep a constant public tab on children in public care to ensure that they do not
somehow get lost from sight. These external reviews can occur either alongside the more
ordinary case review systems that have been put in place in many states or can occur in-
dependently (in addition to them). Citizen review systems of this kind were stimulated by
provisions of the 1980 Child Welfare Act.58 Although their net effect on accountability
awaits a future study, they have certainly stimulated considerable discussion and been ef-
fective in raising public consciousness of the problem of accountability with respect to
foster care programs.

Evaluating Program Administration and Service
Delivery: Organizations and Their Staff Must Be Able
to Relate to Racial, Gender, and Ethnic Diversity
Organizations delivering social services cannot always resort to the creation of subunits
serving ethnic or racial groups or, sometimes, even hiring staff who are ethnically or
racially similar to groups served by the organization. Absent that, direct service staff and
administration have to be able to relate to ethnic diversity; Caucasians must learn to de-
liver services to whatever ethnic, gender, and racial diversity shows up on their front
doorstep (and when it doesn’t conform to demographic expectations, seek out the expla-

168 P A R T T W O / A Style of Policy Analysis

nation). And vice versa as well. Experience shows that it is wise to assume that profes-
sionals and other service-providing staff have been socialized into whatever were the cul-
tural prejudices concerning ethnic groups and races, minorities of their families, and
communities of origin. So, if their consciousness in this regard has not been raised, it is
the responsibility of the program and its organizational host to do so. No program design,
however well executed, can overcome staff attitudes where racism, sexism, and ethnic prej-
udice abound. Organizations need to seek consultation with their own staff members
who have relevant ethnic and racial backgrounds or seek regular external consultation if
no such staff exists. Service-delivery programs and their organizations should be evalu-
ated on their attention to this issue. There is every reason to expect that racism, ethnic
bias, and sexism on the part of service-providing staff management is present, that it has
entirely insidious effects, and that it will not, somehow, go away by itself.

Summary

This chapter presented some leading and contemporary types of benefit and service-
delivery organizations and discussed their strengths and weaknesses. Guidance for deriv-
ing program designs from program theory and program specifications from program
designs were set forth. A set of evaluation criteria for the practitioner/policy analyst to
use in judging the merit of specific real-life service-delivery organizations (or proposals
for same) was offered, among which were the presence of a clear and credible program
design, program specifications, service integration and continuity, program and organi-
zational accountability, and the ability of the program and its host organization to relate
to ethnic, gender, and racial diversity within its target populations.

E X E R C I S E S

1. What is the difference between centralization and federation?

2. What practical difference would it make in which organizations you chose to work and
in the day-to-day conditions under which you would work?

3. To what does due process refer? What does it have to do with human service or social
welfare clients, programs, and policies?

4. How would you determine whether a fair hearing meets due process requirements of
the law?

5. What are the major differences between administrative and professional discretion?

6. Describe a faith-based program and then write out a surefire method of discovering
whether evangelization is present.

7. In applying for a job at a social welfare organization, you are told the agency surely has
“a lot of citizen participation.” What question(s) would you ask to determine whether
that is really the case?

C H A P T E R 7 / Analysis of Service-Delivery Systems 169

N O T E S

1. K. Conrad and T. Miller, “Measuring and Testing Program Philosophy,” in L. Bickman (ed.),
Using Program Theory in Evaluation. New Directions for Program Evaluation Series (San Francisco:
Jossey-Bass, 1987), pp. 19–42.

2. Of course, the fact of successful program implementation will not guarantee proof that the pro-
gram features “caused” the outcome either. The only claim here is that it is a necessary condition for
such an attribution, even though insufficient by itself.

3. L. Bickman, “The Functions of Program Theory,” in L. Bickman (ed.), Using Program Theory
in Evaluation. New Directions for Program Evaluation Series (San Francisco: Jossey-Bass, 1987),
pp. 5–18.

4. C. A. Rapp, The Strengths Model (Oxford: Oxford University Press, 1998), p. 170.
5. Ibid., p. 175.
6. Ibid., p. 167.
7. Ibid.
8. Ibid.
9. D. J. Tucker, “Coordination and Citizen Participation,” Social Service Review, 54(1) (1980): 17–18.

10. C. A. Rapp and R. Chamberlain, “Case Management Services to the Chronically Mentally Ill,”
Social Work, 28 (1985): 16–22.

11. W. S. Deitchman, “How Many Case Managers Does It Take to Screw In a Light Bulb?” Hospi-
tal and Community Psychiatry, 31 (1980): 789.

12. Rapp and Chamberlain, “Case Management Services,” p. 5.
13. M. Modrcin, C. Rapp, and J. Poertner, “The Evaluation of Case Management Services with the

Chronically Mentally Ill,” Evaluation and Program Planning, 11 (1988): 307–314; C. Macias, R. Kin-
ney, O. W. Farley, R. Jackson, and B. Vos, “The Role of Case Management within a Community Sup-
port System: Partnership with Psychosocial Rehabilitation,” Community Mental Health Journal, 30(4)
(1994): 323–339.

14. C. S. Ryan, P. S. Sherman, and C. M. Judd, “Accounting for Case Management Effects in the Eval-
uation of Mental Health Services,” Journal of Consulting and Clinical Psychology, 62(5) (1994): 965–974.

15. Modrcin et al., “The Evaluation of Case Management Services,” pp. 307–314.
16. C. A. Rapp and R. Wintersteen, “The Strengths Model of Case Management: Results from

Twelve Demonstrations,” Psychosocial Rehabilitation Journal, 13(1) (1989): 23–32.
17. Modrcin et al., “The Evaluation of Case Management Services,” pp. 307–314.
18. Macias et al., “The Role of Case Management,” pp. 323–339.
19. Rapp, The Strengths Model, pp. 189–190.
20. G. Brager, “The Indigenous Worker: A New Approach to the Social Work Technician,” Social

Work, 10(2) (1965): 33–40.
21. O. Lewis, “Culture of Poverty,” Science, 188 (1975): 3–54.
22. D. A. Hardcastle, “The Indigenous Nonprofessional in the Social Service Bureaucracy: A Crit-

ical Examination,” Social Work, 16(2) (1971): 56–64.
23. J. Baker, The Neighborhood Advice Project in Camden (London: Routledge and Kegan Paul, 1974).
24. D. Fanshel and E. Shinn, Children in Foster Care: A Longitudinal Investigation (New York: Co-

lumbia University Press, 1978).
25. Kansas City Black Adoption Program, J. Hampton, Director, personal communication, May

22, 1985.
26. L. B. Costin and C. A. Rapp, Child Welfare Policies and Practice (New York: McGraw-Hill, 1984),

pp. 370–371.

27. T. Tirrito and T. Cascio (eds.), Religious Organizations in Community Services: A Social Work Per-

spective (New York: Springer Publishing, 2003); B. Wineburg, A Limited Partnership: The Politics of Re-
ligion, Welfare, and Social Service (New York: Columbia University Press, 2001); R. Cnaan, The Newer
Deal: Social Work and Religion in Partnership (New York: Columbia University Press, 1999).

28. Links to faith-based initiatives can be found on federal and many state social welfare and human
service Web sites. There is also a faith-based office in the White House (www.whitehouse.gov/

170 P A R T T W O / A Style of Policy Analysis

government/fbci. For a national faith-based initiative advocacy organization with Web links, see the
Web site for the Center for Public Justice (www.cpjustice.org/charitablechoice).

29. M. Olasky, The Tragedy of American Compassion (Washington, DC: Regnery Gateway, 1992); M.
Olasky, Renewing American Compassion (New York: Free Press, 1996).

30. For an example of an organization opposed to faith-based initiatives, see the Web site for Amer-
icans United for Separation of Church and State at www.au.org.

31. National Association of Social Workers, “NASW Priories on Faith-Based Human Services Ini-
tiatives,” January 2002, Author, www.socialworkers.org/advocacy/positions/faith.asp.

32. National Association of Social Workers, “Coalition Letter on the Faith-Based Initiative,” Sep-
tember 23, 2002, Author, www.socialworkers.org/advocacy/positions/faith2.asp.

33. R. Wineburg, The Underbelly of the Faith-Based Initiative, Martin Marty Center, The Institute
for the Advanced Study of Religion, The University of Chicago Divinity School, (Sightings, July 31,
2003), http://marty-center.uchicago.edu/sightings/archive_2003/0731.shml.

34. Ibid.
35. Ibid.
36. Ibid.
37. E. S. Savas, Privatization and Public-Private Partnerships (Chatham, NJ: Chatham House, 1984).
38. “Social Services Programs for Individuals and Families, Title XX of the Social Security Act,”

Federal Register, 40(125) (June 27, 1975): 27335, sec. 228.
39. Annual Report to the Congress on Title XX of the Social Security Act, Fiscal Year 1979 (Washington,

DC: U.S. Department of Health, Education and Welfare, Office of the Secretary, 1980), pp. 38, 45.
40. N. Gilbert and Paul Terrell, Dimensions of Social Policy, 4th Ed. (Boston: Allyn & Bacon, 1998),

pp. 150–151.
41. “Prisons Replace Hospitals for the Nation’s Mentally Ill,” New York Times, March 5, 1998, p. A1.
42. Ibid., p. A18.
43. D. Sharon, “Eduardo the Healer,” Natural History, 52 (1980): 32–49.
44. W. McDermott, K. Deuschle, and C. Barnett, “Health Care Experiment at Many Farms,” Sci-

ence, 175 (1972): 23–30.
45. Ibid.
46. E. Ginzberg, “What Next in Health Policy,” Science, 188 (1975): 1182–1186.
47. J. Goering and R. Coe, “Cultural Versus Situational Explanations for the Medical Behavior of

the Poor,” Social Science Quarterly, 51(2) (1970): 309–319.
48. D. Chambers, “The Reagan Administration’s Welfare Retrenchment Policy: Terminating So-

cial Security Benefits for the Disabled,” Policy Studies Review, 5(2) (1985): 207–215.
49. J. Handler, Protecting the Social Services Client (New York: Academic Press, 1979), p. 31.
50. Ibid., p. 32.
51. Ibid., p. 28.
52. S. Damer and C. Hague, “Public Participation in Planning: A Review,” Town Planning Review,

42(3) (1971): 224; D. Phillips, “Community Health Councils,” in K. Jones (ed.), The Yearbook of Social
Policy in Britain, 1974 (London: Routledge and Kegan Paul, 1975), p. 106.

53. K. Jones, J. Brown, and J. Bradshaw, Issues in Social Policy (London: Routledge and Kegan Paul,
1979), pp. 106–108.

54. K. Newton, Second City Politics (London: Oxford University Press, 1976), p. 84.
55. For a dramatically convincing elaboration of this theme, see George Orwell, The Road to Wigan

Pier (London: Golancz and Song, 1937), p. 37.
56. Jones et al., Issues in Social Policy, p. 106.
57. D. Donison, Power to the Poor (London: Blackwell, 1979), pp. 12–13. For a current description,

see Tim Gilley, Empowering Poor People (Sidney: Brotherhood of St. Laurence, 1990).
58. L. B. Costin and C. A. Rapp, Child Welfare Policies and Practice (New York: McGraw-Hill, 1984),

pp. 370–371.

C H A P T E R 7 / Analysis of Service-Delivery Systems 171

Turn in your highest-quality paper
Get a qualified writer to help you with

“ Theory, Design, and Specification ”

Get high-quality paper

Guarantee! All work is written by expert writers!

Still stressed from student homework?

Get quality assistance from academic writers!

Order now