Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice
Advance Human Rights and Social, Economic, and Environmental Justice
As a social worker, it is my duty to understand the current state of social, economic, and environmental situations across the different communities and amongst the various populations. With this attention towards the needs and issues facing different places and people, it is appropriate that I take action using the best of my skills and knowledge to ambitiously confront the obstacles, the injustices, and the challenges which are prohibiting the advancement of human rights and are disabling the opportunities to promote justice at the social, economic, and environmental levels. Over the past year, within my course setting as well as in the field, I have ambitiously tackled human rights issues alongside professionals whose goals are to do the same. I have sought to understand the policies effecting different people groups, and I have investigated which ways I can utilize my own skills–such as advocacy, communicate, and knowledge about systems–in order to advance rights and promote justice.
PRACTICE BEHAVIORS:
3A: Demonstrate leadership in advocating for human rights, social, economic, and environmental justice.
Academic Evidence: In the Advanced Policy and Welfare class in the fall, I formed a policy advocacy plan which focused on incorporating Automatic Voter Registration practices in Tennessee. It is an unfortunate reality that various minority groups are underrepresented in voter registration statistics. In reviewing and analyzing various articles and literature, it appears that one obstacle individuals face is the lack of knowledge about the voter registration process. To respond to this issue and to expand upon social justice, this policy advocacy plan will provide effective changes in automatic voter registration practices which will increase the opportunities for previously-underrepresented citizens to participate in a democracy. The planning of this advocacy plan required me to utilize my skills of critical thinking, analysis, and written communication in order to effectively create a tangible plan. Attached here Advanced Policy- Final Paper is a link to the final policy advocacy plan.
Field Evidence: During the fall semester at my practicum setting, the homelessness liaison for Chickamauga City Schools reached out to my supervisor and I about a student whom she discovered was homeless. In response to this information, we decided to hold a meeting with this student to understand his situation and discuss how we can help. When speaking to this student, it became apparent that he was in a safe location currently, but was worried about where he would go as he was about to graduate from high school. The homelessness liaison, my supervisor, and myself brainstormed and communicated with the student about his options for education, housing, and financial aid. The student expressed how much he wishes to go to college, so we put together all of the information we had about resources and opportunities which could make that happen for him (affective level: organizing). In helping this student, I was hoping to incorporate social work values which would expand upon social and economic justice, since this student who was given less than others still deserves the opportunity to pursue education and work. Here is a link to the journal entry where I reflect on this experience:Journal Nov 2.
Other Evidence: In response to the various challenges which Covid-19 events placed on the Chattanooga community–leaving several individuals jobless, limited transportation options, removing access to certain resources–a group of residents formed a Chattanooga Covid-19 Community Assistance page. I joined this group, where we helped to connect various Chattanooga residents to resources, jobs, and help for a variety of different problems. In participating with this group, I advocated for social and environmental justice during a time when community needs were very high.
3B: Design and implement social action strategies.
Academic Evidence: In the Advanced Welfare and Policy course, I formed a fact sheet which provided viewers with straightforward statistics and information about automatic voter registration (cognitive level: synthesis). This action was a part of a series of action strategies which myself and a team of students carefully planned out in order to ultimately implement an effective policy advocacy plan. This AVR fact sheet was designed with the most-efficient form of communication in mind. This AVR face sheet (AVR in TN Fact Sheet Burton, Lazarine, Potter, Wood) aims to expand upon social justice and equitable service by communicating accurate statistics to the widest span of the state population. This AVR fact sheet was my attempt at responding to the knowledge I had gained in my research and by creating and implementing a useful tool which is exceptionally understandable for most audiences.
Field Evidence: At my practicum setting in December, my supervisor brought up to me that there are several families in the Chickamauga City Schools system who struggle around the holiday season due to having low incomes and low access to resources. In order to identify those families, I carried out the process of contacting teachers and school administrators in confidential emails to gather the information needed (affective level: responding). Next, I created letters to be mailed out to households to inform parents about the opportunity to utilize a small fund to gather holiday gifts for their children. Furthermore, I spread information to these households–along with other school faculty–about the Empty Stocking Fund project which Walker County holds every holiday season in order to help families who cannot provide gifts to their children. In doing this, I aimed to carry out an action strategy which would expand on social justice in the Chickamauga area during a time where many financial needs are exaggerated. Here is a link to the journal entry where I reflect on this experience: Jounral Nov 1.
Other Evidence: In September, I attended a Unifi-Ed Action Team meeting which focused on incorporating restorative justice practices into the Hamilton County education systems. Unifi-Ed is an organization based in Chattanooga which aims to provide equity through schools by creating systemic changes and incorporating strong community support. In this Action Team, about five of us broke out into a discussion team where we tackled the issue of gaining support from all levels of influence in the city. We discussed the major points of restorative justice along with how we can effectively communicate that mission to members of the community, in order to ultimately have their support. Throughout this process, we emphasized the value of social justice along with equitable and helpful service to all individuals. Here: UnifiEd Action Team Notes is a link to some of the notes which I took during this meeting.