THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE:
SEMESTER AND YEAR:
CREDITS:
INSTRUCTOR:
SOWO 834
ADVANCED POLICY PRACTICE
SPRING SEMESTER, 2013, TUESDAYS 9-10:30
1.5
Marie Weil
School of Social Work UNC-CH
Suite 422, Tate Turner Kuralt Building
Phone: 962-6455
Email: moweil@email.unc.edu
OFFICE HOURS:
MONDAYS: 1-2:00 PM & 5- 5:45 PM
TUESDAYS: 12 NOON – 1:45 PM;
OTHER TIMES BY APPOINTMENT
COURSE DESCRIPTION:
Advanced Policy Practice focuses on skills development in advanced policy analysis and
change at administrative and legislative levels and on multiple levels of advocacy and lobbying
strategies.
Course Objectives:
At the conclusion of this class students will be able to:
1. Demonstrate the analytic, theoretical and value assessment skills that enable social
workers to evaluate selected state and national policies and apply change strategies.
2. Apply social work ethics and the concepts of human rights and social justice to policy
analysis, development and change strategies.
3. Discuss and critique the role of political/social/economic theories, ideologies, and values
that shape policy alternatives and outcomes, especially as they relate to marginalized
populations.
4. Demonstrate policy practice strategies applying analytic, political, values clarification,
advocacy, and communication/organizing skills.
5. Critically analyze selected social policies from local and national perspectives applying
the course’s framework for analysis.
6. Demonstrate skill in lobbying (or in development of a lobbying plan), and in analysis
and critique of administrative policies.
7. Engage in peer-learning, class exercises, debate and discussion of a range of policies and
policy practice issues and strategies. Identify policy principles, provisions, and outcomes
in self-selected area.
8. Demonstrate specialized knowledge and expertise in policy analysis, research and
implementation in a policy environment of the student’s own choosing.
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EXPANDED DESCRIPTION:
This course is based on the ethical responsibility of social workers to engage in policy and
advocacy practice. Students’ selected areas of social policy will be emphasized. Current policy
issues will be examined as well as contemporary perspectives on human rights and social justice.
Students will examine relevant public education, coalition, and advocacy strategies. Students will
participate in NCNASW Lobby Day.
PERQUISITES:
MSW Students: SOWO 501. Graduate Students in other Departments: Experience in policy
analysis and at least one graduate course in public social policy, and permission of the Instructor.
TEXTS:
Jansson, B.S. (2008). Becoming an effective policy advocate: From policy practice to
social justice, Fifth Edition. Pacific Grove CA: Brooks/Cole.
Hoeffer, R. (2011) Advocacy practice for social justice, second edition. Boston: Lyceum Books.
Avner, M. (2002). The lobbying and advocacy handbook for nonprofit organizations:
Shaping public policy at the state and local level. St. Paul, MN: The Fieldstone
Alliance.
ADDITIONAL RESOURCES:
Schneider, R. L. & Lester, L. (2001). Social work advocacy: A new framework for action.
Belmont CA: Brooks/Cole-Thompson Learning.
DiNitto, D.M. (2011). Social welfare: Politics and public policy. 7th Edition. Needham Heights,
MA: Allyn and Bacon-Pearson. Chapter 11. The Challenges of a Diverse Society: Gender
& Sexual Orientation, 415-454 & Chapter 12. The Challenges of a Diverse Society: Race.
Ethnicity and Immigration, pp. 455-502.
Manheim, J.B. (2011). Strategy in information and influence campaigns: How policy advocates,
social movements, insurgent groups, corporations, governments, and others get what they
want. New York & London: Routledge.
Midgley, J.M. & Livermore, M. (2009). The handbook of social policy, 2nd edition. Thousand
Oaks, CA: Sage
Jimenez, J. (2010). Social policy and social change: Toward the creation of social and
economic justice. Thousand Oaks, CA: Sage.
Journal of Social Policy – or other policy journals.
Additional Resources:
Haynes, K.S. & Mickelson, J.S. (2006). Affecting change: Social workers in the
political arena, Sixth Edition. Boston: Pearson/Allyn Bacon.
Midgley, J., Tracy, M. and Livermore, M. (2009). The handbook of social policy, second edition. Thousand
Oaks, CA: Sage.
Prigoff, A. (2000). Economics for social workers. Belmont, CA:
Wadsworth/Thompson.
Reichert, F. (2003). Social work and human rights. New York: Columbia University Press.
Wood, G., (2009). Situating informal welfare within imperfect wellbeing regimes. Paper prepared for:
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Conference on Politics of Non-State Welfare, International Conference sponsored by the
Harvard Academy for International and Area Studies, The Weatherhead Center, Harvard University,
Cambridge, MA (May 8-9).
TEACHING METHODS:
This course is constructed as a seminar with major emphasis on policy analysis and policy
practice skills development. Brief lectures introduce policy and policy practice issues, tensions
and contexts. Students are expected to use critical thinking and policy analysis skills in
discussions, exercises, papers and presentations. Guest presenters will be asked to speak with the
class about specific policy areas.
The course engages students in discussion of issues related to specific social policies at multiple
levels, social justice and human rights issues, and advocacy and lobbying. Experiential learning
methods are used to assist in developing understanding and experience with major policy
practice roles.
CLASS ASSIGNMENTS AND EVALUATION:
Assignments focus on skills development. The first assignment is writing an administrative or
program level policy memo. Brief homework and in-class work will be employed to assist in
skills acquisition. The second assignment focuses on lobbying and advocacy. Students will
participate in NCNASW Lobby Education Day – visiting and lobbying multiple legislators
regarding proposed legislation of importance to social work and prepare a brief reflection paper
for class discussion of the experience. (If a student is not able to participate in lobby day, an
alternative assignment to design a lobbying plan for an agency will be substituted.) The final
assignment is the development of a brief policy analysis focused on a self-selected policy issue.
All papers should be prepared in accordance with APA format. The percentage of final grade for
each assignment is indicated in the following list:
Assignment List and Percentage of Grade:
1. Administrative or Program Policy Memo.
25%
2. Participation in Lobby Day and preparation of a brief reflection paper.
25%
3. Final Project:
(a) Class Presentation of Final Project Policy Analysis, and
(b) Final Paper: Policy Analysis and Strategy Development
15%
25%
4. Class Participation, Homework and in-class Assignments
10%
Course Expectations:
Attendance: Students are expected to attend all classes, to be prepared for seminar discussion of
assigned readings and current topics, and to be engaged in questions and discussion of other
students’ topics as well as their own. Missing three classes will result in lowering of grade by ten
points. Students may be excused from class if they are participating in a major learning
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experience related to their field agency’s work or attending a professional conference. Students
will lead discussions for some assigned readings.
Since this is an advanced level master’s course, it has high expectations for reading, analyzing,
critiquing policy and related professional literature, and presenting your own work for discussion
and evaluation. Written assignments are expected to show evidence of critical thinking as well as
thoughtful consideration of the policy literature, and other relevant resources. Papers are
expected to follow APA style. Assignments should be word-processed employing correct
English usage, grammar, punctuation and spelling.
Grading Policy:
The School of Social Work operates on an evaluation system of Honors (H), Pass (P), Low Pass
(L), and Fail (F). The numerical values for these grades are as follows:
H = 94 –100
P = 80 – 93
L = 70 – 79
F = 69 and below
A grade of P is “entirely satisfactory” master’s level work. On a traditional grading scale, a P
would range from an A- to a B-. The grade of H (Honors) signifies that the work is clearly
excellent in all respects.
Policy on Incompletes and Late Assignments:
Students are expected to turn in written assignments on the appointed date. If an illness or major
professional commitment prevents timely submission, contact the instructor to work out
arrangements to get the assignment to the instructor as soon as possible. The University has
strict policies that govern giving a grade of Incomplete. This grade is given only in serious
extenuating circumstances.
Policy on Accommodations for Students with Disabilities:
Students who require accommodations in relation to class participation or assignment completion
should notify the instructor on the first day of class and provide a brief written statement in
relation to needed formats.
Policy on use of Electronic Devices:
Students are expected to cut off all cell phones and other communication devices during each
class. (Please advise the Instructor in advance if you anticipate an urgent call.)
Students may find it useful to use Lap tops in class, If you decide to use your laptop
or iPad, confine usage to material related to class. If electronic devices are used for extraneous
purposes you will be asked to leave class and to discuss the incident with the instructor before
the next class.
Honor Code Expectations
Please refer to the APA Style Guide, the SSW Manual, and the SSW Writing Guide for
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information on attribution of quotes, plagiarism and appropriate use of assistance in preparing
assignments. All written assignments should contain a signed pledge from you stating:
“I have not given or received unauthorized aid in preparing this written work; I have
not plagiarized the work of anyone else from books articles, web sites or personal
communication; and I have not submitted work for this class that was developed for a
previous or concurrent course.”
Students are expected to use this version of the Honor Code for all assignments for this course.
In keeping with the UNC Honor Code, if reason exists to believe that academic dishonesty has
occurred, a referral will be made to the Office of the Student Attorney General for investigation
and further action will be taken as required.
READINGS AND COURSE OUTLINE
ADVANCED POLICY PRACTICE SOWO 834
January 15th
1st Class
Introductions and Course Overview— Scope of Policy Practice
Introductions
Interests in Policy Practice
Previous Policy Practice experience
Course Content
Your Interest Areas and Assignment Topic Options
Opportunities for Policy Practice in Field Placements or current work
No Assigned Readings:
January 22nd
Rationales and Arenas for Policy Practice
2nd Class
Turn in sign-up sheet identifying assignment topics.
Required Readings:
Jansson, Chapter 1. Joining a Tradition of Social Reform.
Schneider & Lester Chapter 1. Advocacy History (Sakai)
Preparation & Materials for 2nd Class:
Homework: Draft two questions for both the Jansson Chapter & the Schneider & Lester Chapter
that you would like to discuss.
Discussion:
Jansson Chapter—Your Questions
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Schneider & Lester—Your Questions
Administrative Memo Assignment Preparation
January 29th
3rd Class
Skills and Competencies for Policy Advocacy
Class Preparation & Materials:
Determine Interest Area for Final Paper and Presentation and ideas for locating relevant material
Prepare two questions for discussion from each assigned chapter
Required Readings for Discussion:
Jansson, Chapter 2. Articulating Four Rationales for Participating in Policy Advocacy.
Hoeffer, Chapter 1. The Unified Model of Advocacy Practice
Schneider and Lester, Chapter 8. Administrative Advocacy. (Sakai)
February 5th
Policy Advocacy and Discussion of Administrative Memo Drafts
4th Class
Required Reading:
Jansson, Chapter 3. Obtaining Skills and Competencies for Policy Advocacy.
Hoeffer, Chapter 2. Social Justice and Advocacy Practice
Discussion:
Bring three copies of your draft for your Administrative Memo for discussion in small groups.
Prepare discussion questions for chapters.
For Feb. 12th: Bring 4 copies of your completed Administrative Memo to class for small group
discussion.
Consider the chapters from The Handbook of Social Policy listed under February
12th and decide which two policy areas are of greatest interest to you. We will
discuss and analyze issues presented in selected chapters. This is a period of deep
political division on numerous social policy areas—and it will be valuable to gain
perspective on these topics.
February 12th
Review of Administrative Policies and
Readings on Policy Issues and Areas
5th Class
Presentation and Discussion of completed Administrative Memos and responses from group members.
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Class Exercise: Meet in small groups for the first 15 minutes of class to discuss each memo. On
provided easel paper note the focus of each policy and any shared recommendations. Note any
questions that arise from your group regarding internal policy administration and advocacy.
Required Readings:
Jansson, Chapter 4. Understanding the Ecology of Policy in Governmental, Electoral,
Community, and Agency Settings.
Hoeffer, Chapter 3. Getting Involved
February 19th
6th Class
Expanding Policy Advocacy Across Borders and Issues
of Equity and Equality in Relation to Race, Gender, and
Multicultural Societies
Required Readings:
Jansson Chapter 5. Expanding Policy Advocacy Across National Borders
(Half the class read Chapter 11 other ½ read chapter 12 of DiNitto (on Sakai)
DiNitto, Chapter 11. The Challenges of a Diverse Society: Gender and Sexual Orientation
DiNitto, Chapter12. The Challenges of a Diverse Society: Race, Ethnicity, and Immigration
Discussion:
Policy Advocacy in Multiple Social Policy Areas
Lobbying and Other Modes of Advocacy—Your Questions and Ideas
Select the two Chapters from The Handbook of Social Policy 2nd edition
That are of greatest interest to you (or propose another reading on a topic of great interest to you)
Identify the central policy issues and concerns related to your two topics and be
Prepared to share these issues and ideas with class members.
Child & Family
Income Support
Social Security
Social Policy—Elderly
Social Policy—Health Care
Housing Policy
Social Policy—Mental Health Social Policy—Disabilities Social Policy & Corrections
Employment Policy
Education and Social Policy Urban Development Policy
February 26th
7th Class
Committing to an Issue: Building Agendas & Influence
Required Reading:
Jansson, Chapter 6. Committing to an Issue: Building Agendas
Hoeffer, Chapter 4. Understanding the Issue
Avner, M. (2002). Why Lobby, Introduction to The Lobbying and Advocacy
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Handbook for Nonprofit Organizations: Shaping Public Policy at the
State and Local Level. St Paul: Wilder Foundation.
Discussion:
Building Agendas in Selected Policy Areas
March 5th
8th Class
Analyzing Problems in the 1st Step of Policy Analysis
Required Readings:
Jansson, Chapter 7. Analyzing Problems in the First Step of Policy Analysis
Hoeffer, Chapter 5. Planning in Advocacy Practice.
Schneider & Lester, Chapter 6 Cause Advocacy
Schneider & Lester, Chapter 7. Legislative Advocacy
Spring Break:
No Class March 12th
Assigned Readings:
Avner: Chapter 2. Develop Your Lobbying Plan.
Avner, Chapter 3. Go! Implement Your Lobbying Plan, and
Avner, Chapter 4. Nonprofit Lobbying and the Law
Bring your questions from these chapters to class March 19th
March 19th
9th Class
Developing Policy Proposals in 2nd, 3rd, & 4th Steps of Analysis
March 20th NCNASW LOBBY DAY at General Assembly in Raleigh
Participate in this advocacy effort and be prepared with your
Focus Points For Lobbying Visits and your Elevator Speech
Discussion:
Avner— Introduction and Chapters 2, 3, 4
Required Readings:
Jansson, Chapter 8. Developing Policy Proposals in the Second, Third, and Fourth Steps of
Policy Analysis.
Hoeffer, Chapter 6. Advocating through Education, Negotiation, and Persuasion
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March 26th
10th Class
Presenting Proposals and Using Power
Required Readings:
Jansson, Chapter 9. Presenting and Defending Policy Proposals. and
First ½ of 10. Developing and Using Power
Hoeffer, Chapter 7. Presenting Your Information Effectively.
April 2nd
11th Class
Developing and Using Power and Political Strategy
Required Readings:
Jansson, 2nd half of Chapter 10. Developing and Using Power, and
Chapter 11. Developing Political Strategy.
Hoeffer Chapter 8. Evaluating Advocacy.
April 9th
12th Class
Political Strategy and Action
Required Readings:
Jansson, Chapter 12. Putting Political Strategy into Action
Hoeffer, Chapter 9. Ongoing Monitoring.
Mondros (2013). Political, Social, and Legislative Action, Chapter 15 in Weil,
Handbook of Community Practice, 2nd edition (Sakai)
April 16th
13th Class
Ballot-Based Advocacy and Troubleshooting Implemented Policies
Exercise: In small groups identify and note strategies from the readings and other
sources for voter registration, ballot-based advocacy, opportunities to influence
policy positions in the political process and trouble-shooting tactics.
Required Readings:
Jansson, Chapter 13. Engaging in Ballot-Based Advocacy, and
Chapter 14. Troubleshooting and Assessing Implemented Policies
Hoeffer, Chapter 10. Integrating Advocacy Practice
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April 23rd
14th Class
Where Do We Go From Here? -- The Future of Social Policy
Final Class: Final Presentations
Readings:
Midgley, J., et al. (2000). “The Future of Social Policy,” in J. Midgley, M.N.
Tracy, and M. Livermore (Eds.). The Handbook of Social Policy, second edition (Sakai).
Final Papers Due
Presentations
Course Evaluation
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