Engage in Policy Practice
Developing and promoting policy improvements for all peoples at the local, state, and federal levels is the core of this competency. This is important because without advocating for all peoples, advancement would never be possible and our profession would stagnate. This ability involves me speaking out for people’s needs and serving as the client’s voice on matters that directly affect them. Accepting that policy work proceeds very slowly and frequently does not get the precise outcomes I may want might be difficult. I pledge to fight against the challenges that policy involvement will present and to advocate for people in my neighborhood. I will learn about policy as a social worker by keeping up with state laws, participating in elections, and staying aware of issues that affect where I am living. By participating in local committees and having responsibilities in my communities, I will continue to be dedicated to this competency.
Evidences
5.1 Advocate with and inform stakeholders to impact policy change
Field Evidence: DSS Policy Proposal
As part of my role in Southern’s DHSI Grant Project , I developed and delivered a presentation to inform university stakeholders about a pressing accessibility issue following the retirement of a staff member who had previously administered learning disability assessments free of charge. With this individual’s departure, students in need of disability-related academic accommodations are now being referred to external providers, where testing can cost $800 to $1,500. This is a financial barrier that significantly limits access for many. This advocacy effort addressed a critical policy and service delivery gap at Southern Adventist University and reflects the knowledge and professional responsibility social workers have in identifying and communicating systemic obstacles.
My presentation aimed to educate decision-makers about current qualification standards for administering learning disability assessments, the cost and length of training programs, and potential interim solutions. Using vetted sources, including professional certification programs like Evergreen Certifications and CHADD. I presented concrete, ethical, and culturally informed information, fulfilling the value of equitable access to education. I also highlighted the disproportionate impact such barriers have on low-income and historically underserved students, which aligns with anti-oppressive and anti-ableist social work frameworks.
I demonstrated skills in policy communication, stakeholder engagement, and systems-level problem solving by preparing a comprehensive plan to help the new Disability Support Services (DSS) Coordinator explore pathways to expand in-house diagnostic capacity. This included presenting low-cost certification options for staff and proposing partnerships with local practitioners to fill service gaps.
The presentation was grounded in systems theory. This is an understanding that student success, institutional structure, and accessibility are interdependent. I also engaged the affective and cognitive domains by creating space for DSS leadership to reflect on the ethical tension between budget constraints and the legal and moral obligation to provide reasonable accommodations.
By initiating this dialogue and supplying actionable recommendations, I played an active role in advocating for policy shifts that could remove structural barriers to education and ensure compliance with ADA standards. This experience deepened my understanding of how social workers can serve as critical connectors between research, institutional policy, and social justice outcomes.
5.2 Develop and implement a policy and/or advocacy plan
Course Evidence: Social Policy Final Paper
As part of my Advanced Social Policy course, I co-developed and proposed an advocacy plan supporting Tennessee House Bill 0369 (TN HB0369), a policy aimed at eliminating criminal history questions from public higher education admission applications. This policy addresses systemic barriers that disproportionately impact justice-involved individuals; especially those from marginalized communities that are seeking access to higher education. The proposal included a thoughtful amendment to address campus safety concerns by allowing post-admission background checks for sensitive roles, thus balancing equity with institutional safety priorities. This work reflects core social work knowledge in policy analysis, systems advocacy, and legislative processes.
Grounded in the values of social justice, dignity, and the right to self-determination, our team framed the policy as a step toward dismantling institutionalized discrimination and expanding access to education. I exercised skills in research synthesis, coalition-building, legislative strategy, and public communication by including the design of a multi-phase media campaign and the creation of customized materials such as policy briefs, infographics, and sample op-eds to engage a range of stakeholders.
We applied Rational Choice Theory to support the legislative rationale. This was an effort to highlight that removing early-stage disclosure requirements reduces the perceived cost of applying to college, increases access, and incentivizes rehabilitation and personal development. The proposal emphasized evidence showing reduced recidivism and increased workforce participation among individuals with access to higher education.
Engaging in this advocacy effort also required significant use of the affective and cognitive domains. I had to confront the tension between public safety concerns and the lived experiences of formerly incarcerated individuals, many of whom are subject to lifelong stigma. Our strategy included uplifting the voices of justice-involved individuals through storytelling, training, and public testimony by ensuring they were not only participants in the process but also central agents of change.
This policy and advocacy plan not only exemplifies the integration of ethical and evidence-based social work practice and it also lays a foundation for sustainable, systemic change in Tennessee’s higher education landscape.