Competency 5: Engage in policy practice
As a social worker, it is my due diligence to understand that human rights and social justice, as well as social welfare and services, are directed by policy and its implementation at the federal, state, and local levels. I understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand the role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and will actively engage in policy practice to effect change within those settings. As a social worker, I am knowledgeable about policy formulation, analysis, implementation, and evaluation.
5.1 Advocate with and inform stakeholders to impact policy change
Field Evidence: As part of my field experience I attended several school based trainings that defined the roles of staff members for the coming year. In the meeting we discussed ways to improve the SEAD role as well as ways to assist other faculty members with understanding this position. In this meeting I was given the opportunity to speak to others about my understanding of each of the roles and ways I feel that we could better advocate for our position as school social workers and become more of a positive rather than negative stigma to some of our families. Often times people hear the social worker title and immediately assume the worst. It is imperative that I advocate for more School Social Workers to be placed in the county as it is such a vital role in the success of student, parent, and faculty support.This document assisted me in collaborating with others and understanding and defining roles in order to impact policies and provide a positive work environment. Please view the SEAD Department Role Definition District & School-Based SY234.docx.
5.2: Develop and implement a policy and/or advocacy plan.
Course Evidence: Throughout my Advanced Social Policy course I had the opportunity to work with three others on a topic surrounding “Anti-lunch shaming.” The literature titled “Feeding Our Future” demonstrates the inequities in lunchrooms across Tennessee and the negative consequences that effect students. The reviewed research and findings were disheartening as our findings reflected the elevated amount of students who do not receive nutritious lunch or lunch at all. Many students are ostracized and punished due to the lack of lunch funding and we provided a review of the literature surrounding the need for equality in lunchrooms across Tennessee. This comprehensive advocacy plan proposed ways to provide free or reduced lunch to all, regardless of their socioeconomic background and combat students being punished and shamed due to the lack of lunch money. To view this literature, refer to page 5 under the table of contents. Please click here.
Skills Used: Throughout the completion of this competency, I was able to use skills of problem solving, organization, communication, engagement, as well as multitasking.
Knowledge Used: Throughout my practicum as well as courses such as Advanced Social Policy, I was able to utilize knowledge in mental health as well as research and best policy practices in order to promote change.
Values Present: While completing this competency, social justice was imperative as I was advocating for social reform and equality for all students and families. Dignity and worth of a person were also present throughout. Advocacy efforts are vital in order to ensure equality as well policy change in order to place people first.
Cognitive Processes Used: This competency incorporated cognitive processes such as identifying and recognizing areas of policy that could be changed to better serve others as well as utilizing ideas and research. Additionally, orchestrating possibilities for changes to come to fruition and the positive impacts these changes could bring about for each individual impacted.
Affective Processes Used: Affective processes such as researching and providing statistics and attending meetings in order to promote change, as well as providing information surrounding how the change is necessary as well as impactful are all vital processes that are utilized throughout this competency.
Theoretical Foundation: Empathy-Altruism Hypothesis is the theoretical framework behind this competency. This demonstrates how the more we, as humans, feel empathy towards a cause, the more likely we are to help. Throughout this competency this is demonstrated as I am passionate about all people experiencing inequality, especially the youth of our nation. There is a strong need for students throughout our school systems to be treated equally and fairly and it is disheartening to hear of the inequities in our systems therefore, I am passionate about continuing to advocate for change.