Engage in Policy Practice

Practice Behaviors:

5.1 – Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services.

5.2 – Assess how social welfare and economic policies impact the delivery of and access to social services.

5.3 – Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.

Policy affects everyone at all levels whether they are aware of it or not. For me, I did not realize how passionate I was for advocating for or against policy until after the Washington D.C. trip. As I told a friend, the negative experience that I had had with the staffers I had met created a passionate lobbyist that I did not know existed. I will continue to be involved in all levels of policy from local to federal level government work. By lobbying for change, I can help make life easier for my clients.

Evidence 1 (Class): During my Social Welfare Issues and Policies (SOCW 434) class, I worked with my classmates to deign a policy brief. We found a bill that was sponsored by Oregon Senator Jeff Merkley which was aimed at reducing abuse to migrant children being held in American detention centers. After creating the brief, my group and I presented it to staffers of Tennessee State Senator Marsha Blackburn. Our goal was to see if we could get Senator Blackburn to co-sponsor the bill and vote it through the Judiciary Committee. To view a copy of the policy brief, click here.

Evidence 2 (Field): During my practicum expereince, I was able to witness firsthand how policies can affect the delivery and access to services. A client that I was working with, who had multiple health issues, was being terminated from the Supplemental Nutrition Assistance Program (SNAP), otherwise known as food stamps. According to the policy, my client was an able-bodied adult who was capable of working and therefore no longer qualified for assistance. Even though my case manager had submitted additional documentation outlining the client’s medical history, the appeal was denied. To view my journal, click here and see week 2.

Evidence 3 (Additional): One of the skills that were taught in Dean Wilder’s Social Work Issues and Policies class is how important it is to be involved with local politics through voting, speaking to your representatives, and/or being active in your community. During my practicum, I had the opportunity to get more involved by reaching out to my local representatives. The way that the executive order directly affected the refugee relocation program was by giving localities the decision to choose if they wanted refugees resettled in their county. So, I reached out to Hamilton County Commissioner Sabrina Smedly and Chester Bankston to educate them about this bill and how it would affect constituents in their area. To view my journal, please click here and see week 1.

Skills Used: One of the main skills needed to advocate for the S. 2113 bill was interpersonal communication. My group and I needed to be able to connect with Senator Blackburn’s staffers to be able to communicate the need for the bill we proposed. Another skill that was needed was public speaking skills when presenting the policy brief to Blackburn’s staffers.

Knowledge Used: I was able to rely on the skills that were taught in Interviewing Skills (SOCW-213). This class helped to teach me how to relate to people more effectively and be able to communicate well. Another class that helped me to develop the skills used was Communication and Public Speaking (COMM-135) where I learned how to properly present and speak in front of people.

Values Presented: Social justice, service and dignity and worth of a person all play into the pieces of evidence provided. To advocate for the S. 2113 bill was to stand for social justice by demanding fair and ethical treatment of immigrant minors being held in detention centers. Service comes when assisting the client to appeal for the continued need for SNAP benefits. For both values presented, the core underlying value is that the people I was advocating for and helping are important and are given dignity as a person.

Cognitive Processes Used: For my policy brief, I needed to develop and design a concise and well-written page that could summarize the 44-page policy that my group and I were supporting. When meeting my local representatives, I needed to recall and identify key points that the executive order had to then explain what I felt was important for the county commissioners to know.

Affective Processes Used: I was able to attempt to persuade my local representatives to support legislation that would benefit refugees rather than harming them. I also had to cooperate with my classmates to be able to create and then present our policy brief to our state representative.

Theoretical Foundation: A theory that can be seen throughout these pieces of evidence is social influence, which is the idea that peoples’ ideas and opinions may change based on what social groups think. People generally conform to the normal of the group and do not want to deviate from the group ideology. For my evidences, I needed to challenge the social influence that had a lot of impact of the people that I met with.