Chapter 2

Empowering Programs with Resources that Enhance Social

Work Education

©2012, Cengage Learning, Brooks/ ©2012, Cengage Learning, Brooks/ Cole PublishingCole Publishing

Counsel on Social Work Education (CSWE) Defines Educational Policy and

Accreditation Standards (EPAS) Developed Ten “Core Competencies”

and 41 related “Practice Behaviors” Every Student should master the Practice

Behaviors and Core Competencies before completing their program


The Textbook – “Helping Hands” icon call attention to content

that relates to Practice Behaviors and Competencies.

“Competency Notes” at the end of each chapter help put the Practice Behaviors and Competencies in practical context.

©2012, Cengage Learning, Brooks/ ©2012, Cengage Learning, Brooks/

Cole PublishingCole Publishing

The Practice Behaviors Workbook developed with the text provides assignable exercises that assist in mastering the Practice Behaviors and Competencies.

Additional Online Resources can be found a www.cengage.com/socialwork.


http://www.cengage.com/socialwork

Making the American Welfare State More

Humane, Past, Present, and Future


Case advocacy and policy practice frameworks

How social workers engaged and engage in advocacy

Ethical reasoning, including the ethical principle of social justice

The role of professional social workers in ethical analysis of key issues and policies in the United States

2.1.8


Case Advocacy is for specific clients when: (1) they need benefits, services, or rights that are

not currently available to them,

(2) they may be entitled to specific benefits, services, or rights, but they are denied them by personnel in agencies, and

(3) specific benefits, services, or rights are available to them, but they don’t use them.

2.1.8


Policy advocacy involves organized efforts to secure changes in policies in agency, community, and government settings

Policy advocacy is practice intervention that is closely linked to social welfare policy

2.1.8


Social workers need to know the evolution of the American welfare state to facilitate case advocacy and referrals

Social workers need to understand the programs of the American welfare state as they have evolved over time

Social workers have to know who funds them, what the eligibility criteria are, and what services they provide

Social workers need to be familiar with civil rights statutes and rights that protect specific populations

2.1.3


Case advocacy can lead to policy advocacy

Social workers can link case advocacy to policy advocacy when they observe gaps, omissions, and flaws in policies in specific cases that they encounter in their work

Like policy advocacy, case advocacy is closely linked to social welfare

2.1.8©2012, Cengage Learning, Brooks/ ©2012, Cengage Learning, Brooks/


Elected public officials High-level members of government agencies in local,

state, and federal governments Executives and staff associated with the operations of

public programs Not-for-profit agencies Boards, directors, and staff of for-profit agencies Leaders and staff of advocacy groups Unions Consumers Clergy and members of churches, synagogues, and

temples Professionals ( e.g. Jane Addams, Whitney Young, etc.) General public



An outcomes approach: determines if a specific policy (or the lack of a policy) actually harmed a specific group of people by not addressing or aggravating their social needs

A first-ethical principles approach: determines if a specific policy (or the lack of a policy) violated an ethical principle that most of us hold in common, like “not killing,” “honesty,” “confidentiality,” and “preserving self- determination”

A relativist approach: determines if a specific policy (or the lack of a policy) is consonant with norms and culture of the country

2.1.2


Client or consumer positive outcomes: Policies that improve the well-being of its beneficiaries

Cost-effectiveness outcomes: Policies that not only improves the well-being of its beneficiaries, but does so at a reasonable cost

Cost– benefit outcomes: Policies that provide other benefits to people —such as helping people avoid having to join welfare rolls, making them more likely to join the labor force, and improving the educational performance of children—and if these benefits to outweigh the overall costs to the general public



Honesty Freedom Self-determination Confidentiality Not killing (the right to stay alive) Due process Fairness Social justice



Identify first-order principles that are relevant to an ethical dilemma and decide, and balance, which choices or actions best satisfy them

When first-order principles conflict—that is, point to different choices—seek a compromise solution that satisfies each to some degree



Conduct research to identify the likely consequences of specific options or actions (or, when data are lacking, use knowledge about human behavior to infer the likely effects of specific policies)

Select the options or choices that maximize positive consequences for society or for one (or more) of its subunits

• 2.1.2 ©2012, Cengage Learning, Brooks/ ©2012, Cengage Learning, Brooks/ Cole PublishingCole Publishing

Analyze cultural factors that shape the ethical choices of people in specific historical periods, as well as other factors, such as institutional and fiscal realities

Analyze how the interests of people—including ourselves—shape policy choices

2.1.2


Consider the practical implications of specific policies, such as their political feasibility and their cost, as well as administrative aspects



Social injustice through the violation of civil rights of vulnerable populations

Social injustice through the violation of life conditions of vulnerable populations

Social injustice as illustrated by denial of opportunities to vulnerable populations

The challenge of reducing social and economic injustice over time

The clash between liberals and conservatives over social justice

2.1.5 ©2012, Cengage Learning, Brooks/ ©2012, Cengage Learning, Brooks/ Cole PublishingCole Publishing

Civil rights laws and regulations Progressive taxation that makes relatively affluent

groups pay higher taxes than less affluent groups Generous safety net programs like welfare, food

stamps, SSI, and EITC Affirmative action programs in colleges and

employment opportunity-enhancing policies in schools such as targeted enrichment programs

Policies that allow low-income families to move to areas that are integrated by social class and race

Policies to link low-income individuals with technology



Believing that many social problems derive from defects of character rather than from environmental conditions

Believing that charitable acts mostly bring adverse consequences

Believing that specific problems can be “solved” with use of panaceas

Falsely believing that a generous welfare state is not needed

Believing that private markets, left to themselves, can solve most social problems

Viewing government and government institutions as intrinsically flawed

Believing that economic and social inequality is not only inevitable, but motivates low- income persons to work harder



Sympathizing with persons who are perceived to be victims of circumstances

Resenting persons and interests that unfairly victimize specific populations

Favoring provision of policies and programs that enhance opportunities

Favoring programs and policies that reflect rights conferred by the Constitution and statutes to advance the “general welfare”

Believing that all who live among us should have their minimal survival needs met

The emergence of a powerful liberal ideology that favored the enactment of an array of social programs, regulations, and civil rights

The creation of a liberal coalition in the 1930s


Economic factors Social factors Institutional factors Legal factors Political factors

2.1.7


Analyzing problems Placing issues on policy agendas Developing proposals Getting proposals enacted Getting enacted proposals implemented Evaluating policy implementation 2.1.8


Determine when the people need case advocacy and referrals

Link case advocacy to policy advocacy Identify eight tasks that are pivotal to policy practice

and policy advocacy Identify an array of people who engage in policy

advocacy in prior eras, as well as in contemporary period

Engage in ethical reasoning using first-ethical principles, an outcomes or utilitarian approach, a relativist approach, as well as practical considerations so that you can determine what is right and what is wrong



Combine different approaches to ethical reasoning into an integrated approach

Use ethical reasoning to determine when current practices and developments violate the ethical principle of social justice, particularly with respect to vulnerable populations

State why social workers need to engage in navigational tasks when they make referrals, engage in case advocacy, and engage in policy advocacy


Identify both constraining and facilitating contextual factors that have shaped the size and nature of the American welfare state, including cultural, economic, institutional, social, sequential, and political factors

Identify six policy advocacy tasks as identified by policy advocacy framework, including the agenda-building, problem-defining, proposal-writing, enacting, implementing, and assessing tasks

• 2.1.7 ©2012, Cengage Learning, Brooks/ ©2012, Cengage Learning, Brooks/ Cole PublishingCole Publishing

Chapter 2

Education

Transcript of Chapter 2