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Brandeis University
National Women's Committee

Focus & Objectives

The central organizing concept of
the Florence Heller Graduate
School's educational and research
programs is social policy. Since its
inception in 1959, the School has
continually modified and refined
the focus and boundaries of its
activities in order to better under-
stand pressing human needs and
to develop appropriate and effec-
tive courses of action through
which public and private institu-
tions might better meet them.
These efforts are to be seen in the
School's overall approach to the
study of social policy, its multi-
disciplinary resources, the design
of its curriculum and research, the
career orientations of its gradu-
ates, and the wide-ranging profes-
sional activities of its faculty and
staff outside of the University.

The Heller School in all of its
activities defines the major aspects
of social policy as involving:
1. The identification of social
problems and the demographic,
ideological, and institutional
factors behind them.

2. The development of policy
alternatives, using knowledge
of socio-political processes and
economic and technical choices
which differentially affect policy
formulation and adoption.

3. The implementation of social
policies, including program
development, program planning
and management, organization
of administrative structures,
and incentive structures im-
pinging upon intraorganiza-
tional and interorganizational
behavior affecting policy imple-

4. The evaluation of social policies
and programs, with emphasis
on their effectiveness in meeting
legislative intent and their dis-
tribution of costs and benefits
among different populations
and functions.

The School offers two degrees : a
Doctor of Philosophy in Social
Welfare and a Master's in Human
Services Management. The Ph.D.
program consists of training for
advanced positions in policy anal-
ysis, administration, research, and
teaching. The master's program
prepares its graduates for middle

and upper-management careers in
human services in government
agencies and nonprofit organi-

To enable students to understand
the multifaceted nature of social
problems and their solutions, the
Heller School faculty is drawn
from a broad spectrum of the social
sciences and professions: political
science, economics, sociology,
psychology, law, medicine, social
welfare planning and public
management. At the School, con-
ventional disciplines are inte-
grated, exposing students to
varying perspectives on social
policy and thereby better prepar-
ing them to identify social prob-
lems and policy alternatives and
to implement and evaluate prob-
lem solving initiatives. The
School's curriculum is enriched by
the substantive expertise of fac-
ulty and staff in a number of major
human service areas: health policy
and planning, long-term care, in-
come maintenance and manpower




planning, mental health and men-
tal retardation, alcohol abuse, fam-
ily policies, aging, and child
welfare. While this is neither a
fixed nor totally inclusive listing,
students are able to specialize in
these areas if they so choose. The
School also provides courses in
statistical techniques relevant to
social policy research, advanced
courses in quantitative analysis
and the use of the computer.

The School was recently selected
by the Ford Foundation as a recip-
ient of a special grant to further its
development in public policy. The
support afforded by this grant plus
the recognition of having been
selected from a number of com-
peting academic institutions
permits the Heller School to move
forward to adapt to changing
environmental and societal trends.

In keeping with the School's
commitment to training intellec-
tual leaders in the field of social
policy, Heller School graduates are
expected to enter careers which
provide opportunities for innova-
tive activities contributing to
future developments in both
knowledge and practice. Most
graduates are university-based
teachers and researchers in various
fields of social welfare and public
policy or are managers of large and
complex public agencies in the
human services. Others are en-
gaged in research and planning in
major voluntary and other non-
profit human services organizations.

In addition to its educational pro-
grams, the School conducts an
active program of policy-oriented
research related to its broad range
of social welfare interests. Numer-
ous research projects — many of
them interdisciplinary — are con-
tinuously underway. These pro-
jects provide excellent opportuni-
ties for advanced students to work
on a day-to-day basis with faculty
members in areas of mutual inter-
est, while, at the same time,
making needed data and monetary
resources available to those

Finally, Heller School faculty
engage in extensive consultation,
lecturing, and service activity out-
side the University. These efforts
are made on behalf of governmen-
tal and voluntary organizations
and are undertaken at local, state,
regional, national, and interna-
tional levels. The School's faculty
members occupy prominent posi-
tions on governmental advisory
commissions, task forces, and re-
view panels. These outside activi-
ties, in addition to providing ser-
vice to the larger community,
frequently serve as channels for
student training in research and

Table of Contents

Heller School — Focus and
Objectives 1

Academic Calendar 4

Ph.D. Program 5

Master's Program 8

Training Programs and Fields
of Specialization 11

The Economics and Politics of
Aging/Child Welfare Administration/
Public Service Management/Income
Maintenance and Manpower Plan-
ning/Public Policies and the Family/
Policy Studies in Health Care/Policy
Analysis in Alcoholism/Mental
Health/Mental Retardation and
Developmental Disabilities

Research Activities 15

Health Policy Studies/The Eco-
nomic Impact of Private Pensions/
Work Experience Program Evalua-
tion/Estimating the Costs of Home
Health Care/Mental Retardation/
Ethnicity and Mental Health/Ado-
lescent Pregnancy/Barriers to Super-
visory Utilization of Occupational
Alcoholism Programs/Women in the
Middle Years/Center for Public

The Graduate Student At

Heller 20

Student Involvement/Colloquium
Series/Lecture Series in the Human
Services/Alumni/Job Placement/
Health Services/Housing/Athletic
Facilities/Feldberg Computer

Financial Information and
University Regulations 24

Biographical Sketches of the
Faculty and Senior Research
Staff 27

Courses of Instruction 36

Board of Overseers 45

Officers of Instruction, Senior
Research Staff, and
Administration 46

Programs, requirements, fees and other information are set forth herein as they exist at the
date of this publication. Brandeis University reserves the right to make changes without

VoL XXVIV, No. 1, August, 1978

The Brandeis University Bulletin is published 12 times a year, twice in August and Septem-
ber and once each in October, November, December, February, March, April, May and June
by Brandeis University, 415 South Street, Waltham, Massachusetts 02154. Entered as
second class matter at the Post Office at Boston, Massachusetts.

Brandeis University admits students of any race, color, national and ethnic origin, sex. age
or handicap to all the rights, privileges, programs, and activities generally accorded or made
available to its students. The University does not discriminate on a basis of race, color,
national and ethnic origin, sex. age or handicap in administration of its educational
policies, admissions policies, scholarship and loan programs, and athletic and other
University-administered programs. Inquiries concerning discrimination under Title IX of
the Educational Amendments of 1972 and Section 504 of the Rehabilitation Act of 1973 may
be referred to the Affirmative Action Coordinator, Brandeis University.

1978-79 Academic Calendar

Fall Term




August 31, September 1
September 5
October 2, 3


October 1 1
October 16


October 23


November 23, 24
December 13

Spring Term


January 29


April 10




April 23
May 9

May 27

Orientation, Ph.D. program
First Day of instruction
Rosh Hashanah — No classes

Yom Kippur — No classes
Sukkoth — No classes

Sh'mini Atzeret — No classes

Thanksgiving — No classes
Last day of instruction

First day of instruction

Last day of instruction before
Spring vacation

Classes resume

Last day of instruction


Summer Term (Master's Program Only)








June 1

June 4
July 4
July 13

July 16
August 24


First day of instruction
Independence Day, no classes
Last day of instruction

First day of instruction
Last day of instruction


The Ph.D. program has been the
cornerstone of the educational
activities of the Heller School since
its beginning. It was the expressed
purpose of the Board of Trustees
of Brandeis in approving the
founding of the Heller School that
it provide advanced doctoral train-
ing. Most students would already
possess a graduate degree and
would be experienced researchers,
administrators, managers and
other professionals engaged in
social policy careers. While the
initial backlog of individuals who
were well into their careers and
who wished advanced graduate
training was gradually eliminated,
the Heller School has continued to
actively seek and attract a mature
student body that brings to the
School substantial knowledge of
social issues and significant man-
agement and administrative skills.
It is, however, extremely inter-
ested in those exceptional students
who have recently completed an
undergraduate program and have
the ability to succeed in an
advanced level doctoral program.

Full-time residence requirements
are two years for students entering
with a prior graduate degree and
three years for others. In very
unusual circumstances course
work and the residence require-
ment can be completed in one year.
For part-time students, the resi-
dence requirement is fulfilled when
the necessary numbers of courses
have been completed to provide the
equivalent of full-time residence.


Students seeking a Ph.D. degree
must fulfill the following require-
ments in addition to minimum
residence as stated above:

1 ) Minimum numbers of semester
courses: 12 for students enter-
ing with a master's degree in a
relevant area and 18 for stu-
dents who do not have such a

2) Completion of a substantive
paper showing evidence of
capacity for independent

3) An oral or written examination
on the field in which the sub-
stantive paper is written.

4) A foreign language examination.

5) Completion of an acceptable
doctoral dissertation.

Course of Study*

The Heller School offers an indi-
vidual program of study designed
to meet the needs of each student
in relation to previous education
and experience, as well as future
goals. Students consult with an
adviser in developing their pro-
grams and work with faculty com-
mittees in the development of their
substantive papers and disserta-

The curriculum consists of the

(a) Core courses and sequences
that provide background in the
conceptual frameworks and
tools of analysis relevant to the
development of social policy.

(b) Courses in specialized areas
where the School is conducting
research and training pro-

•The requirements are under review. Notification
of any changes will be made before those ad-
mitted to the program are required to make their
decision of acceptance.

(c) Tutorials arranged on an indi-
vidual basis. The following
courses are required of all
1.00 The Social context of

Policy Issues — one

4.01, 4.02 Research Methods and

Statistics — two semesters
4.08 Evaluative Research —

one semester

Students who are able to demon-
strate competence in the subjects
covered by the required research
courses may be exempted from
those courses but not from the
minimum number of courses as
stated above.

Advisers have the responsibility to
help students select courses that
will best serve their particular
goals in the School. Students are
expected to acquire competence in:
research and design methods ; and
the application of economic, politi-
cal, and sociological analysis to
social policy, planning, and man-


Individuals wishing to be con-
sidered for admission should ob-
tain an application form from:
Mrs. Frances Hahn
The Florence Heller Graduate
School for Advanced Studies in
Social Welfare
Brandeis University
Waltham, Massachusetts 02154

Applications for full-time and part-
time admission should be com-
pleted and returned as early as
possible but no later than February
1, 1979. Admissions decisions will
be made no later than April 1, 1979.

All applications are considered on
a competitive basis. Preference in
admissions is given to students
who have had previous experience
in social welfare or a related field.

The two major criteria used in con-
sidering applicants are:

1 ) academic competence to com-
plete the work of the Heller
School, and

2) compatibility between the appli-
cant's expressed interests and
career goals and the program of
the School.

The applicant is responsible for
furnishing official transcripts of all
previous academic work, under-
graduate and graduate. Either
Graduate Record Examination or
Miller Analogies Test scores must
be submitted to the Admissions
Office at the time the application
is filed.


The Master's Degree Program in
Human Services Management was
created in response to the growing
demand for people trained in both
the substance and management of
human services programs. It com-
bines courses in the techniques of
human services management,
social policy development and spe-
cific human services problem areas.

In 1979, programs in human ser-
vices will account for over 40
percent of federal expenditures.
Ten years ago, they accounted for
less than 25 percent. This growth
of federal spending plus an even
greater acceleration at the state
and local levels has resulted in the
expansion of social welfare pro-
grams that are delivered by all
levels of government. Similarly,
the traditional voluntary or non-
profit social service agencies have
expanded. Even private profit-
making corporations have begun
offering certain types of human
services programs such as man-
power training or alcoholism

Human services organizations have
become highly complex, requiring

managers with a mix of skills.
Growing numbers of people require
the rigorous, high-quality training
that can provide them with the
appropriate blend of management

The Degree

Applicants for the Master's Degree
Program in Human Services
Management should preferably
have work experience which in-
cludes exposure to planning,
management, budgeting or related
activities. Past experience indi-
cates that this program could bene-
fit those who have professional or
graduate degrees — LLB, MPH,
MSW or Ph.D. However, neither
experience in the human services
nor a graduate degree is a pre-
requisite for admission.

Most students will complete the
required work within a 12-month
period, which begins in June and
encompasses two six-week summer
sessions followed by two standard
academic semesters.

A limited number of part-time stu-
dents will be admitted and it is
expected that they will complete
their work within three calendar
years of enrollment.

It is anticipated that most students,
upon completion of their training,
will seek employment as middle or
upper-level managers in the human
services field. A very limited num-
ber could be considered for admis-
sion with advanced standing to the
Heller School Ph.D. program.


All applications to the Master's
Degree Program will be considered
on a competitive basis.

The two major criteria used in
considering applicants are:

1 ) academic competence to com-
plete the work of the Heller
School and

2 ) compatibility between the appli-
cant's expressed interests,
experience and career goals, and
the program of the School.

Individuals wishing to be con-
sidered for admission should
obtain formal applications from:
Mrs. Frances Hahn
The Florence Heller Graduate

School for Advanced Studies in

Social Welfare
Brandeis University
Waltham, Massachusetts 02154

Applications for June, 1979 admis-
sion should be completed and
returned as early as possible, but.
no later than January 15, 1979.
Admissions decisions will be made
before March 15, 1979. The appli-
cant is responsible for furnishing
official transcripts of all previous
academic work, undergraduate and
graduate. Applicants are required
to submit a recent (within the past
three years) score from either the
Graduate Record Examination,
Miller Analogies Test, or any other
standard professional school
examination. These scores must be
submitted to the Heller School by
February 1, 1979.


To receive a Master's of Human

Services Management degree a

student must:

1 ) Complete a minimum of 12
semester courses, including the
following required courses:

2.50 Financial Management in
Nonprofit Organizations

2.51 Management Control in a
Nonprofit Organization

2.52 Problems in Public

2.53 Organizational Behavior

3.54 Economics for Human
Services Managers

5.50 Analysis of Trends in
Human Service Delivery
and 6 electives.
2) Complete a Management
Laboratory Project. Under the
management laboratory assign-
ment plan, each student will be
part of a team of students
assigned to a human services
agency. Supervised by a faculty
member, the team will function
as consultants to agencies on a
management problem. Two
recent examples: At the Boston
Department of Health and
Hospitals, the team was asked
to reassess the organizational
structure of the Community
Health Nursing Services. Data
on the health services provided
by this agency were analyzed
and staff and others were inter-
viewed. A rigorous review of
budgetary information was
made to help analyze the cost
effectiveness of services. The
product of the team's work was
an implementation plan for

management, including a new
information system and organi-
zational structure for the agency.

At the Boston Employment and
Economic Policy Administra-
tion, a Heller School team under-
took a massive data collection
project covering 20 manpower
programs authorized by Title I
of the CETA program. Data
included client-related informa-
tion (i.e., the number of clients
entering the program, the num-
ber referred to another program,
the number placed in jobs, etc. ) ;
fiscal data (i.e., cost of program,
cost per client placed in jobs and
placed in skill training pro-
grams, etc.) and administrative
data (i.e., staff /client ratios,
etc. ). After the data collection
was completed, four of the major
agencies were examined more
extensively to assess the con-
tract mechanisms by which the
agencies are financed, as well as
possible administrative and
management deficiencies. The
team then recommended correc-
tive measures for these


The School has organized curric-
ulum sequences as well as research
projects in a number of specialized
fields. While many students select
these areas, they are not neces-
sarily limited to them. Individual
programs of specialization may be
developed in consultation with

Programs of specialization are
supported in large part by training
and research grants obtained from
governmental and voluntary fund-
ing sources. A general description
of each program follows.

The Economics and Politics
of Aging

Research, career training, and
public service activities in this pro-
gram are focused on: public and
private income maintenance pro-
grams; industrial gerontology;
the current and future economic
status of the aged; the political
attitudes and behavior of aging
persons and of aging-based organi-
zations; the political processes
through which policies affecting

the aged are developed; the inter-
governmental, intragovernmental,
and other organizational relations
that are critical for the develop-
ment and implementation of pro-
grams for the aging; and evalua-
tion and impact research on
policies and programs that may
affect the aging.

Career training is carried out in
collaboration with Boston Univer-
sity through a Gerontology
Consortium, with stipends and
tuition scholarships available
through the Heller School. Special-
ized courses in the economics of
aging and in the politics and policy
processes of aging are offered by
the Brandeis program. Relevant
courses in the social and psycho-
logical aspects of aging are avail-
able through Boston University.
In addition, students are en-
couraged to draw upon comple-
mentary resources of the Heller
School programs in health, mental
health, and income maintenance
and manpower.

Child Welfare Administration

The increasing complexity of the
administrative role in the design,
implementation, and monitoring of

child and family service programs,
and their linkage with other human
service delivery systems, calls for
the training of administrators at
the doctoral level. The program
focuses on the technical skills and
substantive knowledge essential
for leadership roles in the manage-
ment of these services. Student
stipends are available under a
grant from the Office of Human
Development (HEW).

Public Service Management

The U.S. Office of Education pro-
vides the Heller School with both
institutional grant support and
several Public Service Fellowships.
The objective of the program is to
train people who will enter admin-
istrative positions, especially
government agencies. The pro-
gram aids curriculum development
and supports students in the
master's and Ph.D. programs.


Income Maintenance and
Manpower Planning

This program is designed to
develop administrators and evalu-
ators of income maintenance
programs. Course requirements
include Labor Economics, The
Public Sector, and The Design of
Income Maintenance Programs.
Recent graduates of the program
have been chosen for key adminis-
trative positions in state and
federal agencies responsible for
income transfer programs, or are
involved in teaching and research.

Public Policies and the Family
Policy makers and analysts are
increasingly concerned about the
effects that governmental policies
and programs have on American
families and, conversely, about the
need to consider changes in the
family in devising policies. This
program offers training in policy

analysis and research concerned
primarily with the well-being,
functioning, and structure of fami-
lies of different socioeconomic

A limited number of stipends and
scholarships are available under a
grant from the National Institute
of Mental Health.

Policy Studies in Health Care

The core of this program is a two-
semester sequence in which the
economic and political foundations
of the American health system are
analyzed, followed by an in-depth
review of the issues involved in
long-term care and health plan-
ning. Given this background, a
student may elect to specialize in
the areas of alcoholism, mental
health and developmental disabili-
ties or continue studying broader
based issues, such as national
health insurance, health planning,
long-term care or other national
health care problems.

Integral to the Health Care Policy
Training Program at the Heller
School are its two research insti-
tutes, the Levinson Policy Insti-
tute, and the Center for Health
Policy Analysis and Research.

Research assistantships are avail-
able under grants from The Robert
Wood Johnson Foundation, the
Health Care Financing Adminis-
tration (HEW), the Administra-

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Online LibraryBrandeis UniversityHeller School for Social Policy and Management (Volume 1978/79) → online text (page 1 of 5)