University of Central Florida
School of Social Work
SOW 5235.0002 – Social Welfare Policies and Services
Instructor: Kevin Brown, Ph.D.
Term: Fall 2013
Office Phone: 407-823-5621
Class Day: Thursdays
Office Location: HPA I Room 247
Meeting Time: 7:30AM-10:20AM
Office Hours: Mondays 2:30-4:30PM
Tuesdays, 4:30-6PM
Thursdays 2-3:30PM
or by appointment
Class Location: HPA I 117
Email: Kevin.Brown@ucf.edu
Credit Hours: 3
COURSE DESCRIPTION
This course focuses on the study of societal responses to human needs, forces shaping social welfare
systems, and frameworks for analyzing social policies and services.
COURSE LEARNING OBJECTIVES
By the end of the semester, students should be able to:
1.
Delineate the relationship between social policy and the delivery of public and private services.
(PB 25)
2.
Analyze significant historical events in the evolution of American social welfare.
3.
Examine the role of values and ethics in the formulation of social policy. (PB 14 & 25)
4.
Select a model for policy analysis and demonstrate its application to a current social program, policy or
issue. (PB 25)
5.
Demonstrate advocacy skills that advance human rights and social and economic justice for historically
oppressed populations. (PB 19 & 25)
6.
Apply a collaborative model to policy practice that includes colleagues and clients. (PB 26)
Note: Many of these course objectives are specifically linked to
practice behaviors
(PB) that are embedded
in the accreditation process for social work programs. A more in-depth description of the relationship
between this course and the accreditation process can be found in the next section of the syllabus.
SOCIAL WELFARE IN THE CONTEXT OF SOCIAL WORK EDUCATION
The School of Social Work is accredited by the Council on Social Work Education (CSWE). In order to
maintain our accreditation status, we engage in ongoing curriculum assessment to demonstrate compliance
with CSWE’s Education Policies and Accreditation Standards (EPAS). Several of the courses within our
curriculum are part of this assessment process. Below is a list of the Educational Policies (EP) and Practice
Behaviors (PB) that are assessed within this specific course. The complete EPAS can be found in your
Student Handbook.
Competency
Practice Behavior (PB)
Course
Objective*
Assignment
2.1.4 - Engage diversity
and difference in practice.
PB 14. Recognize the extent to
which a culture’s structures and
Objective 3
Policy Formulation Paper
Class Presentation
values may oppress,
marginalize, alienate, or create
or enhance privilege and power.
2.1.5 - Advance human
rights and social and
economic justice.
PB 19. Advocate for human
rights and social and economic
justice.
Objective 5
Policy Advocacy Paper
2.1.8 - Engage in policy
practice to advance social
and economic well-being
and to deliver effective
social work services.
PB 25. Analyze, formulate, and
advocate for policies that
advance social well-being.
Objectives 1,
3, 4, and 5
Policy Formulation Paper
Policy Analysis Paper
Policy Advocacy Paper
Midterm Examination
PB 26. Collaborate with
colleagues and clients for
effective policy action
Objective 6
Policy Advocacy Paper
Class Presentation
* Note: These objectives can be found in the preceding section of the syllabus.
LEARNING METHODS
Class structure will be built around lecture and student participation. Students are expected to complete the
readings prior to the class and participate through discussion and interaction with the instructor and the other
students in the class. Students are expected to create discussion based on critical thinking skills and project
the values and ethics of social work education. Critical to this class will be the student’s ability to perform
based on research and writing.
REQUIRED TEXTS
Chapin, R. K. (2011).
Social policy for effective practice: A strengths perspective.
New York, NY: Taylor
& Francis.
ASSIGNMENTS AND POINTS
Policy Formulation Essay – 20 points – Due September 26
Based on Chapin’s concept of claimsmaking (Chs. 1, 5, and 6), analyze a newspaper article that describes
claims made in the policy development process. The New York Times, the Washington Post and the Wall
Street Journal provide detailed articles on current policies and issues. The article might focus on claims made
while the policy is being considered by a legislative body or claims made by advocates who are trying to
change law that has already been adopted. In your paper, describe the policy, the claims made by advocates,
and whether the claims meet the third and fourth principles found in Chapin’s Principles of Strengths
Perspective Policy (Box 5.1). This is a 1-2 page paper. Include a copy of the newspaper article with your
paper.
Example of a newspaper article that includes claimsmaking -
(Note: The New York Times is available free through our library. Search for New York Times in “Online
Journals” and choose “free e-journals.”)
Assesses Mastery of Practice Behaviors 14 and 25
Policy Analysis Essay – 20 points – Due October 31
Provide a brief analysis of a policy using the policy analysis framework presented in Chapter 5 of the Chapin
text. You should choose a policy that is not already featured in the policy analysis boxes of the Chapin text
(Example: Box 7.2). This is a one page paper.
Assesses Mastery of Practice Behavior 25
Policy Advocacy Essay – 20 points
– Due November 21
Create an action plan that could be used to advocate for a policy you support. In your paper, briefly describe
the policy, identify the claims you would use in advocating for the policy, describe the possible allies you
could approach in coalition-building (client populations, community-based groups, professional associations,
etc.), describe your media plan, and describe your plan for approaching legislators (who would you approach
and how would you approach them). For an example, see Chapin’s advocacy action plan in Chapter 6. This
is a three page paper.
Assesses Mastery of Practice Behaviors 19, 25, and 26
Group Presentations- 10 points
Students will be divided into separate groups and present to the class
issues related to marginalized and oppressed groups and the effects of public policies on their lives. A
handout will be given in class. Dates assigned in class.
Midterm Examination: 30 points October 10, 2013
GRADING SCALE
A
95 - 100
B-
80 - 83
D+
67 - 69
A-
90 - 94
C+
77 - 79
D
64 - 66
B+
87 - 89
C
74 - 76
D-
60 - 63
B
84 - 86
C-
70 - 73
F
59 or less
POLICIES
In addition to the information below, the student should become familiar with The School of Social Work
Student Handbook and The Golden Rule Handbook for UCF Students. All policies included in these
handbooks apply to this class.
Modification of Syllabus
This syllabus may be modified at the discretion of the instructor. Changes will be discussed with students in
class and/or via email. It is the student’s responsibility to ensure that the student’s email address is current
with the university and in the School of Social Work.
Cell phones, pagers, and recorders
•
Students are asked to turn off cell phones and beepers during class sessions.
•
Permission to audiotape a class meeting(s) must be obtained from the instructor in advance.
•
While the use of laptops is convenient for students to take class notes, it is expected that students
WILL NOT engage in other laptop activities during class time that may include internet activities,
reading and responding to email, balancing a checkbook, etc. If this should occur, the instructor
reserves the right to request that the student not use a laptop during class.
Classroom Decorum
•
Side conversations are discouraged because they distract the class.
•
The instructor expects students to respect the culture, values, beliefs, and rights of their classmates.
During class sessions, alternate points of view are encouraged and should be received by others with
respect. Students should feel free to express their opinions and to refer to relevant personal situations
without fear of disapproval or disrespect; however, the classroom is not the place where students
should indulge in personal venting or support seeking.
Attendance and Participation
Student attendance and participation are integral parts of this course. Students are expected to attend each
class, arrive on time, and remain for the duration of the class. Students are also expected to assume
responsibility for their own learning and to involve themselves in class discussions and exercises. Students
must be prepared for class (i.e., complete readings and other assignments
prior
to class). Furthermore,
make-up exams will be given
ONLY
in extreme circumstances. These circumstances include exceptional health
EMERGENCIES
(that require that the student bring in medical documentation), and the make-up exam will
be an essay exam. Out-of-town vacations, trips, mild colds, and other similar circumstances do not qualify as
extreme. Three or more absences, regardless of reason, may result in: (a) course failure; (b) a letter grade
reduction in the course; or (c) makeup assignments being required. The only exception to this is if the student
has a
documented
extraordinary circumstance (e.g., student hospitalization, severe illness, death in the
family, car accident) preventing the student from coming to class. In that case, the student must present
written documentation to the instructor.
Attendance during Finals Week:
It is university policy that all classes MUST meet for either a final exam
or a class session.
Written Assignments
Effective written communication skills are essential to professional social work practice. Thus, students are
expected to present their ideas clearly and properly and to adhere to accepted standards of writing.
Grammar, punctuation, and spelling are to be correct in all written materials submitted and will be
considered in grading written assignments.
All written assignments must be typed in a 12-font print, and all
margins must be one inch. The cover page of a paper is not considered to be a page of text. Work not
conforming to these standards or demonstrating serious deficiencies in common English usage will be
returned ungraded. When required, references should be included in the APA documentation style. Students
are encouraged to use the University Writing Center (UWC) for assistance in preparing written assignments.
The UWC is located in MOD 608 (near the Communications Building). UWC staff may be reached at (407)
823-2197 or http://www.uwc.ucf.edu/.
The assignments will emphasize the integration of interviewing, verbal, conceptualization and writing skills in
practice. All assignments will be evaluated and graded on the following criteria.
1. Appropriate use of APA writing style.
2. Adequate number of references cited.
3. Organization and clarity of ideas presented.
4. Ability to integrate theory and practice appropriately.
5. Ability to use analytical skills throughout the assignment.
Late Assignments
All assignments must be turned in to the instructor at the beginning of the class period or delivered to the
instructor’s mailbox
before class starts on the due date
.
It is the student’s responsibility to see to it that her
or his assignment is stamped with the date by the social work staff member who then places the assignment
in the instructor’s mailbox.
No assignments will be accepted by fax or email unless the instructor has given
explicit prior approval.
For each assignment submitted late, the student’s final course grade may be reduced
by 5 points (for example, from 92 to 87).
No assignment will be accepted after the last day of class
.
It is the
student’s responsibility to make arrangements with the instructor regarding late assignments.
Incomplete Grades
In exceptional circumstances, an incomplete grade may be given per School and University policies.
Individual arrangements must be made with the instructor for the completion of the course requirements, but
in no case will the date set extend beyond the end of the following semester. Students who experience
chronic medical or personal problems that prevent them from attending class regularly are encouraged to
review policies relating to securing a leave of absence from their university studies.
Academic Integrity/Plagiarism
Social workers must demonstrate high standards of integrity. Every student is expected to do his or her own
work and all of the work produced will be expected to be completed in its entirety by the student who turns it
in. Cheating and plagiarism will not be tolerated. Any acts of plagiarism,
including not acknowledging
sources of information appropriately and in accordance with APA guidelines
, may result in a failing grade in
the course. School and University policies on academic integrity will be strictly enforced. Students found to
have cheated or plagiarized will receive no credit for the exam or assignment, receive a failing grade for the
course and may be subject to appropriate referral to the Office of Student Conduct for further action. (See the
UCF Golden Rule for further information.) Students who observe others violating this policy are expected to
report this to the instructor.
Plagiarism and Cheating of any kind on an examination, quiz, or assignment will result in an "F" for that
assignment. The student may also receive an "F" for the entire course and may be subject to appropriate
referral to the Office of Student Conduct for further action. (See the UCF Golden Rule for further
information.) It is assumed for this course that students will adhere to the academic creed of the University
and will maintain the highest standards of academic integrity. In other words, do not cheat by giving answers
to others or taking them from anyone else. The instructor also adheres to the highest standards of academic
integrity, so please do not ask for your grade to be changed without just cause or to bend or break rules for
one person that will not apply to everyone.
Turnitin.com
The instructor reserves the option to use turnitin.com, an online system that can determine if work has been
copied from another source. The instructor will provide information on submitting assignments through this
system at the beginning of the semester. For a more detailed look at this process, please visit
http://www.turnitin.com
Re-taking a Social Work Course
A social work course may be re-taken once during the program. The student needs to inform the faculty
teaching that this is a re-take. No student repeating a course may use the same paper (or any other
assignment) as was previously submitted unless given permission to do so by the faculty teaching the course.
Disability Access Statement
The University of Central Florida is committed to providing reasonable accommodations for all persons with
disabilities. This syllabus is available in alternate formats upon request. Students with disabilities who need
accommodations in this course must contact the instructor at the beginning of the semester to discuss needed
accommodations. No accommodations will be provided until the student has met with the professor to
request accommodations. Students who need accommodations must be registered with Student Disability
Services, Ferrell Commons Room 185, phone (407) 823-2371, TTY/TDD only phone (407) 823-2116,
before requesting accommodations from the professor.
THE UCF CREED
Integrity, scholarship, community, creativity, and excellence are the core values that guide our conduct,
performance, and decisions.
Integrity
:
I will practice and defend academic and personal honesty.
Scholarship
: I will cherish and honor learning as a fundamental purpose of my membership in the UCF
community.
Community
: I will promote an open and supportive campus environment by respecting the rights and
contributions of every individual.
Creativity
:
I will use my talents to enrich the human experience.
Excellence
:
I will strive toward the highest standards of performance in any endeavor I undertake.
COURSE OUTLINE & SCHEDULE
Session 1
August 25, 2013
Introduction to Course – Introduction to Policy Formulation
Students will be introduced to the course and all assignments and expectations will be discussed.
In addition, students will be introduced to the first segment of the course that focuses on claims made during policy
formulation. Claims arising out of the social work profession, a diversity framework, and a person-in-environment
perspective will be addressed in this first segment of the course. Topics of discussion will include:
•
Course overview
•
Common Human Needs
•
Frameworks for Policy Development
•
Stages in the policy process
•
Collaboration with clients and stakeholders in policy development
•
Claims-making in the policy formulation stage
Readings for Session 1: Chapin Text – Chapter 1, pages 155-158, and pages 172-174.
Session 2
August 29, 2013
Policy Formulation – Claims arising out of the social work profession
This session will focus on policy-based claims that arise out of the social work profession and the role of policy in
service delivery. Topics of discussion will include:
•
Connection between policy and the practice courses
•
Claims inherent in the current-day ethical codes of NASW and IFSW
•
The Universal Declaration of Human Rights
•
Historical foundations of US Social Policy
•
Claims surrounding the Child-Saving Movement
•
Claims surrounding the Charity Organization Society Movement
•
Claims surrounding the Settlement House Movement
•
Claims inherent in the empirically-based practice model
Readings for Session 2: Chapin Text – Chapter 2
UN: Universal Declaration of Human Rights: http://www.un.org/en/documents/udhr/
Session 3
September 5, 2013
Policy Formulation – Claims arising out of a diversity framework
This session will focus on policy-based claims that arise out of a diversity framework. Topics of discussion will
include:
•
Connection between policy and the diversity course
•
Assessments of policy – discriminatory intention and discriminatory outcomes
•
Development of current social welfare policies in the US
•
Discrimination in early poverty policies
Readings for Session 3: Chapin Text – Chapter 3
Session 4 September 12, 2013 Policy Formulation
– Claims arising out of a person-in-environment perspective
This session will focus on policy-based claims that arise out of a person-in-environment perspective. Topics of
discussion will include:
•
Connection between policy and the human behavior course (Assessing I and II)
•
Economic and political contexts as one layer in the person-in-environment perspective
•
Institutional and Residual Approaches to Social Welfare
•
Political perspectives and discourse
•
Conditions in the person-environment transaction that allow for optimal development
•
Governmental duties to create habitats that reduce stress and promote development
Readings for Session 4: Chapin Text – Chapter 4
Session 5
September 19, 2013
Policy Formulation: Determining Need and Preparation for Essay
•
Assistance regarding the policy formulation essay.
•
Social Problems: Private Troubles/Public issues
•
Defining and Identifying Needs
Readings for Session 5: Chapin Text – Chapter 5
Session 6
September 26, 2013
Introduction to Policy Analysis
This session will focus on frameworks for policy analysis. Topics of discussion will include:
•
Chapin’s framework for policy analysis
•
Outcomes-based analysis of policy (impact analysis and cost-benefit analysis)
•
Ethical analysis of policy
Readings for session 6: Chapin Text – Chapter 5
Session 7
October 3, 2013
Policy Analysis – Children and Families
This session will focus on the analysis of policies affecting children and families. Topics of discussion will include:
•
Child Welfare Policy
•
The Juvenile Justice System
•
Major policies affecting children
•
Chapin’s analysis of these policies
•
Analysis of the outcomes of these policies
•
Analysis of the ethical issues related to these policies
Readings for session 7: Chapin Text – Chapter 9
Session 8 October 10, 2013 Midterm Examination
Session 9
October 17, 2013
Policy Analysis – Health and Mental Health
This session will focus on the analysis of policies regarding health and mental health services. Topics of discussion
will include:
•
Health Care in the US
•
Health Care in other industrialized nations
•
Major Health Care Policies: Medicaid, Medicare, SCHIP
•
The Patient Protection and Affordable Health Care Act
•
Mental Health Policy
•
Chapin’s analysis of these policies
•
Analysis of the outcomes of these policies
•
Analysis of the ethical issues related to these policies
Readings for session 9: Chapin Text – Chapter 10
Session 10
October 24, 2013
Policy Analysis – Policies and Programs for Older Adults
This session will focus on the analysis of policies affecting older adults. Topics of discussion will include:
•
Disability programs: SSI
•
Retirement and Economic Security
•
Long term care
•
Medicare and Prescriptive Drugs
•
Chapin’s analysis of these policies
•
Analysis of the outcomes of these policies
•
Analysis of the ethical issues related to these policies
Readings for session 10: Chapin Text – Chapter 11
Session 11
October 31, 2013
Policy Analysis – Preparation for Essay
•
Effective communication in the policy arena
•
The use of language in politics: “Naming and Framing” the Issue
•
Giving voice to client needs, concerns and priorities
•
Identifying key stakeholders and interest groups
•
Unintended consequences
•
Assistance regarding the policy analysis essay.
Readings for session 11: Chapin Text – Chapter 6 (pages 169-185)
Policy Analysis Essay Due – October 31
Session 12
November 7, 2013
Introduction to Policy Advocacy
This session will focus on efforts to change policy. Topics of discussion will include:
•
Efforts directly focused on the legislative system (legislative advocacy)
•
Efforts focused on public opinion (media-based action)
•
Efforts focused on societal change (social change movements)
Readings for session 12: Chapin Text – Chapter 6 (pages 185-216)
Session 13
November 14, 2013
Policy Advocacy – Civil Rights
This session will focus on social change movements that sought to change civil rights policy. Topics of discussion
will include:
•
Civil Rights Movement
•
Civil Disobedience
•
Civil Rights Act of 1964
•
Voting Rights Act of 1965
•
Education for All Handicapped Children Act of 1975
•
Americans with Disabilities Act of 1990.
•
Immigration and Human Rights
•
Legal Action and Significant Court Decisions
Readings for session 14: Chapin Text – Chapter 7
Session 14
November 21, 2013
Policy Advocacy – Poverty
This session will focus on social change movements that sought to change poverty policy. Topics of discussion will
include:
•
Definitions of Poverty
•
Income Support Programs
•
Poor People’s Movements from the perspective of Piven and Cloward
•
Current-day poverty policies (TANF, Social Security, Unemployment Insurance)
•
Evaluation of these programs
•
Proposals for reform
Policy Advocacy Essay Due – November 21
Session 15
November 28, 2013
Thanksgiving Holiday – No Class
Session 16
December 5, 2013
Policy Advocacy – Other Social Movements
This session will focus on social change movements that sought to change other areas of policy. Topics of discussion
will include:
•
Social change movements in the field of disability
•
Social change movements in the field of family violence
•
Client participation in social change movements
•
Discussion and presentation of policy advocacy essays
•
Overview of the course
BIBLIOGRAPHY
Alinsky, S. (1971).
Rules for radicals.
New York: Random House.
Arnold, R. D. (1992).
The logic of Congressional action.
New Haven, CT: Yale.
Baumgartner, F., & Jones, B. (1993).
Agendas and instability in American politics.
Chicago, IL: University of
Chicago.
Briar-Lawson, K., Lawson, H. A., Hennon, C. B., & Jones, A. R. (2001).
Family- centered policies and
practices.
New York: Columbia University Press
Day, S. (2008).
A new history of social welfare
(6
thed.). Boston, MA: Allyn and Bacon.
DiNitto, D. (2010).
Social welfare: Politics and public policy
(7
thed.). Boston, MA: Allyn and Bacon.
Dye, T. (2010).
Understanding public policy
(13
thed.). Upper Saddle River, NJ: Prentice Hall.
Haynes, K. S., & Mickelson, J. S. (2002).
Affecting change: Social workers in the political arena
(4
thed.)
.
Boston,
MA: Allyn and Bacon.
Hofstadter, R. (1955).
Social Darwinism in American thought.
Boston, MA: Beacon Press.
Jansson, B. (2013).
Becoming an effective policy advocate: From policy practice to social justice
(7
thed.). Belmont,
CA: Brooks/Cole.
Jenson, J. M. &
Fraser
, M.W. ( 2006)
Social policy for children and families: A risk and resilience
perspective.
Thousand Oaks, CA: Sage.
Karger, H. J., & Stoesz, D. (2013).
American social welfare policy: A pluralist approach
(7
thed.)
.
Upper Saddle
River, NJ: Pearson.
Kingdon, J. W. (2010).
Agendas, alternatives, and public policies
(2
nded.)
.
Upper Saddle River, NJ: Pearson.
Lindblom, C. (1977).
Politics and markets.
New York: Basic Books.
Lowi, T. (2009).
The end of liberalism
(40
thAnniversary Edition)
.
Boston, MA: Norton.
Mills, C. Wright (1956) The Power Elite. New York: Oxford University Press.
Mills, C. Wright (1959) The Sociological Imagination. New York: Oxford University Press.
Peterson, P. (1995).
The price of federalism.
Washington, DC: Brookings.
Rawls, J. (1971).
A theory of justice.
Cambridge, MA: Belknap Press.
Riker, W. (1982).
Liberalism against populism.
New York, NY: Waveland Press.
Rosenberg, G. (2008).
The hollow hope: Can courts bring about social change?
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nded.). Chicago, IL: University of
Chicago.
Schneider, R. L., & Lester, L. (2001).
Social work advocacy: A new framework for action.
USA: Wadsworth.
Segal, E. (2012).
Social welfare policy and social programs: A values perspective
(3
rded.)
.
Belmont, CA: Cengage.
Straussner, S., & Phillips, N. (2002).
Urban social work: An introduction to policy and practice in the cities.
Boston,
MA: Allyn and Bacon.
Trattner, W. (1999).
From poor law to welfare state: A history of social welfare in America
(6
thed.). New York, NY:
The Free Press.
CSWE 2008 EPAS Competencies & Practice Behaviors
EP 2.1.1 Identify as a professional social worker and conduct oneself accordingly: Social workers serve as
representatives of the profession, its mission, and its core values. They know the profession’s history. Social workers commit themselves to the profession’s enhancement and to their own professional conduct and growth.
Practice Behaviors
1. Advocate for client access to the services of social work;
2. Practice personal reflection and self-correction to assure continual professional development;
3. Attend to professional roles and boundaries;
4. Demonstrate professional demeanor in behavior, appearance, and communication;
5. Engage in career-long learning; and
6. Use supervision and consultation.
EP 2.1.2 Apply social work ethical principles to guide professional practice: Social workers have an
obligation to conduct themselves ethically and to engage in ethical decision-making. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law.
Practice Behaviors
7. Recognize and manage personal values in a way that allows professional values to guide practice;
8. Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles;
9. Tolerate ambiguity in resolving ethical conflicts;
10. Apply strategies of ethical reasoning to arrive at principled decisions.
EP 2.1.3 Apply critical thinking to inform and communicate professional judgments:
Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information.
Practice Behaviors
11. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge and practice wisdom;
12. Analyze models of assessment, prevention, intervention, and evaluation;
13. Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues.
EP 2.1.4 Engage diversity and difference in practice: Social workers understand how diversity characterizes and
shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim.
Practice Behaviors
14. Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power;
15. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups;
16. Recognize and communicate their understanding of the importance of difference in shaping life experiences;
17. View themselves as learners and engage those with whom they work as informants.
EP 2.1.5 Advance human rights and social and economic justice:
Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers recognize the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social work incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are
Practice Behaviors
18. Understand the forms and mechanisms of oppression and discrimination;
19. Advocate for human rights and social and economic justice;
20. Engage in practices that advance social and economic justice.
EP 2.1.6 Engage in research-informed practice and practice-informed research:
Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery.
Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge.
Practice Behaviors
21. Use practice experience to inform scientific inquiry;
22. Use research evidence to inform practice.
EP 2.1.7 Apply knowledge of human behavior and the social environment: Social workers are knowledgeable
about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development.
Practice Behaviors
23. Utilize conceptual frameworks to guide the process of assessment, intervention, and evaluation;
24. Critique and apply knowledge to understand person and environment.
EP 2.1.8 Engage in policy practice to advance social and economic well-being and to deliver effective social work services:
Social work practitioners understand that policy affects service delivery, and they actively engage in policy practice. Social workers know 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.
Practice Behaviors
25. Analyze, formulate, and advocate for policies that advance social well-being; 26. Collaborate with colleagues and clients for effective policy action.
EP 2.1.9 Respond to contexts that shape practice:
Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively.
Practice Behaviors
27. Continuously discover, appraise, and attend to locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services;
28. Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services.
EP 2.1.10 Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities:
Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice.
Educational Policy 2.1.10 (a) Engagement Practice Behaviors
29. Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities;
30. Use empathy and other interpersonal skills;
Educational Policy 2.1.10 (b) Assessment Practice Behaviors
32. Collect, organize, and interpret client data; 33. Assess client strengths and limitations;
34. Develop mutually agreed-on intervention goals and objectives;
35. Select appropriate intervention strategies.
Educational Policy 2.1.10 (c) Intervention Practice Behaviors
36. Initiate actions to achieve organizational goals;
37. Implement prevention interventions that enhance client capacities;
38. Help clients resolve problems;
39. Negotiate, mediate, and advocate for clients;
40. Facilitate transitions and endings.
Educational Policy 2.1.10 (d) Evaluation Practice Behaviors
41. Critically analyze, monitor, and evaluate interventions. CSWE 2008 Educational Policy & Accreditation Standards (EPAS) as stated in:
Kirst-Ashman & Hull (2012). Understanding generalist practice. (6th ed). Belmont,CA. Brooks/Cole, Cengage Learning. ADVANCED PRACTICE BEHAVIORS
Educational Policy 2.1.1—Identify as a professional social worker and conduct oneself accordingly.
Advanced practitioners in community-based clinical social work recognize the importance of the therapeutic relationship, the person-in-environment and strengths perspectives, the professional use of self with clients, and adherence to ethical guidelines of professional behavior. Advanced practitioners in community-based clinical social work readily identify as social work professionals;
42. demonstrate professional use of self with client(s);
43. understand and identify professional strengths, limitations and challenges; and
44. develop, manage, and maintain therapeutic relationships with clients within the person-in-environment and strengths perspectives.
Educational Policy 2.1.2—Apply social work ethical principles to guide professional practice.
Advanced practitioners in community-based clinical social work are knowledgeable about ethical issues, legal
parameters, and shifting societal mores that affect the therapeutic relationship. Advanced practitioners in community-based clinical social work
45. apply ethical decision-making skills to issues specific to community-based clinical social work; 46. identify and use knowledge of relationship dynamics, including power differentials; and
47. recognize and manage personal biases as they affect the therapeutic relationship in the service of the clients’ well-being.
Educational Policy 2.1.3—Apply critical thinking to inform and communicate professional judgments.
Advanced practitioners understand and differentiate the strengths and limitations of multiple practice theories and methods, clinical processes, and technical tools, including differential diagnosis. They deconstruct theories and methods to evaluate how they relate to clients and client systems within their environmental context. They regularly question and reflect on their own assumptions and consider how these might affect practice. Advanced practitioners in community-based clinical social work
48. engage in reflective practice;
49. identify and articulate clients’ strengths and vulnerabilities;
50. evaluate the strengths and weaknesses of multiple theoretical perspectives and differentially apply them to client situations; and
51. communicate professional judgments to other social workers and to professionals from other
disciplines in both verbal and written format.
Advanced practitioners are knowledgeable about many forms of diversity and difference and how these influence the therapeutic relationship and clients’ presenting issues. Advanced practitioners are knowledgeable about the ways in which various dimensions of diversity affect (a) explanations of illness, (b) help-seeking behaviors, and (c) healing practices (Cal-SWEC, 2006). Advanced practitioners are cultural beings and understand how clinical practice choices can be culture-bound. Advanced practitioners in community-based clinical social work:
52. research and apply knowledge of diverse populations to enhance client wellbeing;
53. work effectively with diverse populations; and
54. identify and use practitioner/client differences from a strengths perspective.
Educational Policy 2.1.5—Advance human rights and social and economic justice.
Advanced practitioners in community-based clinical social work understand the oppressive nature of systems/policies that deny access and professions that employ methods of coercion. Advanced practitioners understand the ways in which systems and policies violate rights and deny justice. Advanced practitioners also understand the ways in which social work can be used for both oppressive and anti-oppressive purposes. They understand strategies for advancing human rights and social and economic justice through anti-oppressive practice, system change, and policy change. Advanced practitioners in community-based clinical social work:
55. Advocate for the creation and revision of practices and tools that support anti-oppressive practice. 56. Advocate for systems and policies that create and provide equal access for all populations.
Educational Policy 2.1.6—Engage in research-informed practice and practice-informed research.
Advanced community-based clinical practitioners are knowledgeable about evidence-based interventions, best practices, and the evidence-based research process. Advanced practitioners in community-based clinical social work:
57. use the evidence-based practice process in clinical assessment and intervention with clients;
Educational Policy 2.1.7—Apply knowledge of human behavior and the social environment.
Advanced practitioners understand how to synthesize and differentially apply the theories of human behavior and the social environment (biological, developmental, psychological, social, cultural, and spiritual). They are familiar with diagnostic classification systems used in the formulation of a comprehensive assessment. Advanced practitioners understand how familial and sociocultural contexts influence definitions of psychopathology. They have a working knowledge of psychotropic medications that are typically used in the treatment of mental health disorders, including expected results and side effects. Advanced practitioners in community-based clinical social work:
58. synthesize and differentially apply theories of human behavior and the social environment to guide clinical practice;
59. use bio-psycho-social-spiritual theories and systems in formulation of comprehensive assessments
Educational Policy 2.1.8—Engage in policy practice to advance social and economic well-being and to deliver effective social work services
Advanced practitioners in community-based clinical social work understand the power of decision-making within inter-disciplinary teams and systems. Further, they understand the implications of these decisions for the well-being of their clients and the importance of the social work role within these decision-making spheres. They understand strategies for advancing both the well-being of the client and the voice of the profession. Advanced practitioners in community-based clinical social work:
60. Advocate within and navigate through inter-disciplinary teams and mezzo systems to better meet
client needs.
61. Advance the legitimacy of the social work profession within interdisciplinary teams and social service systems.
Educational Policy 2.1.9—Respond to contexts that shape practice.
Advanced practitioners in community-based clinical social work are knowledgeable about how relational, organizational, and community systems may impact clients. They anticipate and react to evolving cultural,
technological, geographical, political, legal, economic, and environmental contexts. They encourage clients to affect changes within these contexts. Advanced practitioners in community-based clinical social work:
62. assess the quality of clients’ interactions within their social contexts;
Educational Policy 2.1.10(a)–(d)—Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.
Educational Policy 2.1.10(a)—Engagement
Advanced practitioners in community-based clinical social work:
64. develop a culturally responsive therapeutic relationship;
65. establish a relationally based process that encourages clients to be equal participants in the establishment of treatment goals and expected outcomes.
Educational Policy 2.1.10(b)—Assessment
Advanced practitioners in community-based clinical social work:
66. use ly bio-psycho-social-spiritual assessment tools that are evidence-based and culturally sensitive; 67. assess clients’ readiness for change;
68. assess client coping strategies to reinforce and improve adaptation to life situations, circumstances, and events; and engage in continuous clinical assessment and modify as needed
Educational Policy 2.1.10(c)—Intervention
Advanced practitioners in community-based clinical social work:
69. critically evaluate, select, and apply best practice theories and evidence-based interventions;
70. demonstrate the use of appropriate clinical techniques for a range of presenting concerns identified in the assessment, including crisis intervention strategies as needed; and
71. collaborate with other professionals to coordinate treatment interventions
Educational Policy 2.1.10(d)—Evaluation
Advanced practitioners in community-based clinical social work
72. use clinical evaluation of the process and/or outcomes to develop best practice interventions for a range of bio-psycho-social-spiritual conditions
