ADVOCACY WEEK: A MODEL TO PREPARE CLINICAL SOCIAL WORKERS FOR LOBBY DAY Terri Kilbane, PhD and Priscila Freire, PhD Loyola University Chicago School of Social Work Tweet us at #NASWIL Advocacy is the cornerstone upon which social work is built. It is so important that it is framed in three sections of our Code of Ethics. Advocacy for individuals, communities and systems is not just a suggested activity for social workers. It’s not a ‘do it if you have some extra time’ or a ‘do it if the inequity and disparity are very great’ activity. It is a requisite. ~NASW Executive Director, ELIZABETH J. CLARK Tweet us at #NASWIL INTRODUCTION • Social work programs focusing on clinical practice have traditionally attended less to the profession’s policy and advocacy roles. • Clinical social work students, therefore, do not receive adequate training to understand their roles in advocating for or against policies that directly impact their practice. Tweet us at #NASWIL INTRODUCTION • We are proposing a collaborative learning model called “Advocacy Week” which prepares students for a statewide NASW-sponsored Advocacy Day. • Using case presentations prepared in collaboration with clinical and policy faculty, students are exposed to the relevance of advocacy as clinical social work practitioners. • Preliminary conclusions associated with this model are discussed, as are implications for pedagogy. Tweet us at #NASWIL FROM THE BROAD TO THE SPECIFIC • When social workers are faced with community (or macro) challenges, they recognize the need for policy practice—interventions in the larger systems in the client’s social environment that will create the conditions conducive to growth, development, and empowerment. • This recognition—of the need to effect change in larger systems to help individuals—dates back to the very beginnings of the profession, when people were understood within their environmental context, not as isolated individuals experiencing difficulties. (Cummins, Byers, & Pedrick, 2011) Tweet us at #NASWIL SOCIAL WORK PRACTICE APPROACH • Social work students are taught to look at social work from the specific to the broad using a person-inenvironment approach helps to look into all potential resource layers and identify any gaps that may require some policy level advocacy Tweet us at #NASWIL FROM THE SPECIFIC TO THE BROAD • When social workers use the person-in-environment perspective, they situate the person within a context. Although much of social work practice is focused on helping individual people make changes in their thinking and behavior so that they can reach their goals, this micro focus is not the whole of social work practice. • Using the systems perspective, social workers recognize that people interact with an environment that may provide both opportunities and barriers to individual development and goal achievement. • For most people, that environment is first encountered in interactions with families, particularly parents who first meet basic needs as children are growing and developing. • But other systems, external to families, support families and enhance their abilities to carry out their nurturing, educating, and socializing functions. (Cummins, Byers, & Pedrick, 2011) Tweet us at #NASWIL FROM THE SPECIFIC TO THE BROAD An ongoing tension in the field is the primary focus of the profession What should the role of social workers be? • Should clinicians provide clients with the tools to help them think, speak or create their own interests? Or do we help to subjugate them? (Vazquez, 2003) • Or as Younghusband (1971) stated, “‘To a considerable extent the old case work question, ‘who is the client?’ is undergoing a change as social work replies that the client is not only the individual or even the family but also the school, the prison, the hospital, the work place, the neighbourhood [sic], or indeed some power group in the functional or geographic community” (p. 131). Tweet us at #NASWIL SOCIAL WORK PRACTICE • Advocates can be involved in the process of persuading others to change and also giving voice to the perspectives of service users and ensuring their views are heard. • A central tenet of anti-oppressive practice has been the belief that social work has the capacity both to empower the individual and, through the adoption of practice approaches sensitive to the impacts of difference, to begin to alter power relationships between individuals, within communities and in society more broadly. • Advocacy’s clear links with empowerment, therefore, may offer an approach to practice consistent with these important aims of anti-oppressive practice. (Wilks, 2012) Tweet us at #NASWIL OUR PAST INFORMS THE PRESENT • In the half century after the Civil War, rapid industrial expansion produced a dramatic increase in individual and community needs. • Using concepts derived from business and industry, reformers attempted to respond to some of these developments by regulating public relief distribution through so-called "scientific charity." • As a result, In 1877, the first American Charity Organization Society (COS) based on such principles was founded in Buffalo, New York. • Settlement houses reflected a different type of organizational response to the impact of industrialization and immigration and introduced an alternative model of a social service agency a form of urban mission. (University of Michigan, 2013) Tweet us at #NASWIL OUR PAST INFORMS THE PRESENT • The orientation struggle between individual rehabilitation and social reform continued into the 20th century as charity and settlement work shifted from a base of voluntary philanthropy, largely associated with the institution of religion, to scientific philanthropy, which was becoming closely associated with the institution of education. • There was a major dispute in early 20th century over the issue of whether social workers should be social reform advocates or primarily engaged in delivering individualized social services. • A ten year long debate finally erupted between Addams and Richmond in the second decade of the century, which clearly illuminated the depth of the individual-reform dichotomy in social work. (Ramsay, 1988) Tweet us at #NASWIL CURRENT PROFESSIONAL STANDARDS • Council of Social Work Education (CSWE) establishes the parameters of professional competence through its Educational Policy and Accreditation Standards (EPAS). • According to these standards one of the purposes of the profession of social work is to promote “human and community well-being” through its quest for social and economic justice (Council on Social Work Education, 2009). • Advocacy is one of the activities in which social workers can engage in to promote social justice and social change. Tweet us at #NASWIL CURRENT PROFESSIONAL STANDARDS • The Social Work’s Code of Ethics states that: Social workers should be aware of the impact of the political arena on practice and should advocate for changes in policy and legislation to improve social conditions...and promote social justice (Code of Ethics: 27). • So, how can social work programs assist students in being able to carry out the spirit of the NASW Code of Ethics in their practice? This task is especially difficult for clinically trained social workers who may have difficulty understanding the relevance of advocacy in their work. Tweet us at #NASWIL EXAMPLES OF ADVOCACY • Passage of the Medicaid Reimbursement for Social Workers (Public Act 95-0518), signed into law on August 28, 2007 in Illinois attributed to the efforts of the NASW Illinois Chapter and its membership. • This Act gives Medicaid reimbursement privileges to Illinois Licensed Clinical Social Workers (LCSW) for mental health services without medical supervision clinically trained social workers can be autonomous and establish their practices. • Many bills brought to the attention of legislators’ impact their practice and the clients they serve who are well-suited to perform the common methods used in legislative advocacy such as lobbying, public testimony and voting. Tweet us at #NASWIL THE NEED TO ADVOCATE • Clients face large systemic issues and, due to troubling economy and budget cuts, social workers are being called on to become spokespersons and advocates. • State legislators set these policies so there is call for social workers to use skills to advocate with these legislators to influence both policy and legislation. Tweet us at #NASWIL THE NEED TO ADVOCATE • The influence of social workers on social and political issues is “imperative in creating future policy that best meets the needs of the social work community and clients served.” • Who knows the needs better than clinical social workers on the frontline? • Who knows better the structural barriers faced by clients and effect of policy on their practice? Tweet us at #NASWIL THE NEED TO ADVOCATE • I teach an advanced policy course where ‘private troubles/public issues’ (Mills) is my theme. My intent is to demonstrate the need for all students, clinical and policy, to advocate. • I also use the term ‘policy practice’ coined by Bruce Jansson who, with others, were concerned about the failure of social work students to see policy as part of their professional responsibility. • Policy practice is defined “as efforts to change policies in legislative, agency, and community settings, whether by establishing new policies, improving existing ones, or defeating the policy initiatives of other people”. Tweet us at #NASWIL THE NEED TO ADVOCATE • Policy practice is identified as one of the ten core competencies under EPAS 2.1.8. • The key competencies promoted under this standard are: (1) social workers must be involved in the formulation and analysis of social policies they support; and (2) social workers must work in partnership with their clients, i.e. providing testimony to law makers, and their colleagues, i.e. NASW and their lobbying activities, in order to enact, implement, monitor or at times, defeat policy initiatives. Tweet us at #NASWIL THE NEED TO ADVOCATE Thoughts from other authors: • Social workers cannot practice in a vacuum to address individual private troubles and need the necessary skills to help transform them into public issues and advocate for social change. • Echo the role of social workers in learning policy practitioner skills among their range of skills, and not just leave this activity to the policy expert. • A qualitative study of state legislators who emphasized the role of local services providers in influencing statelevel public policy. Tweet us at #NASWIL BARRIERS TO ADVOCACY: Policy Practice • Why is there a lack of involvement of social workers in the political arena? What are the roadblocks in convincing social work students the importance of advocacy? • Student’s attitude that the political arena is difficult to understand, fraught with competing interests and political power instead of the needs of the clients. Tweet us at #NASWIL BARRIERS TO ADVOCACY: Policy Practice • The belief that social workers need specialized training which inhibit social workers from recognizing the value of their knowledge of community and its constituents. • The belief that large amounts of money are needed to influence legislators; however, the “right timing and the right information can affect social policy”. Tweet us at #NASWIL OTHER BARRIERS TO ADVOCACY • Also, social workers face a number of practical constraints. • A major finding from a survey of NASW Directors on their member participation was that time constraints on advocacy practice limit involvement (Hartnett et al., 2005). • Their study confirmed that high caseloads, lack of time, increased specialization, and job descriptions together inhibit practicing their commitment to advocacy. • Adding to this, clinical social workers become limited in skills due to a lack of advocacy training at their agencies who may ignore the important aspect of their practice. Tweet us at #NASWIL THE NEED TO INTEGRATE • I teach across content and in my practice and HBSE classes and I have found that students in principle understand the ecological model and its relevance to social work practice. • However, when the focus is on macro systems I find students: – View broader layers as just another factor to consider in clinical practice. – Tend to favor micro practice because they see their clinical skills as most attractive. – Express feeling overwhelmed about their advocacy role with larger systems. BARRIERS TO ADVOCACY: Clinical Practice • In a qualitative study with 18 Canadian social workers that looked at how social workers express social justice issues in their practice, it was found that: – Regardless of the meaning of social justice for participants, the most frequent manifestation of social justice appeared through advocacy activities. – Advocacy goals and strategies, according to participants, are both broad and varied, encompassing micro (aimed at a particular individual), mezzo (aimed at a particular group of people, such as the mentally ill, or those living in poverty), and macro levels (activities aimed at betterment of all society such as a fair minimum wage, clean water, or access to health care). Tweet us at #NASWIL BARRIERS TO ADVOCACY: Clinical Practice Barriers uncovered: 1. Advocacy for social justice may be blocked within organizations and not viewed as “part of the job” that social workers were hired for; 2. social workers fear being stereotyped; advocacy efforts may also be seen as misguided due to a lack of appreciation of the larger issues, and; 3. social workers are also faced with philosophical questions regarding whether or not to engage those they work for in a political battle for social justice. 4. Finally, the concern that by making social justice the priority, the real mental health treatment issues may be eclipsed. (McLaughlin, 2009) Tweet us at #NASWIL PERSPECTIVES ON ADVOCACY • Advocacy, defined by Cohen, de la Vega, and Watson (2001) as something that must include “power relationships, people’s participation, and a vision of a just, decent society” (p. 8). • Advocates can be paid professionals, as in the case of patient advocates in mental health or child welfare systems (Herbert & Mould, 1992). • While as a profession we have a rich history of legislative advocacy, we have at times left this to the responsibility of social workers trained in policy concentrations; in so doing, we risk overlooking the clinically trained social worker who work on the frontline and can make valuable contributions to securing the rights of their clients. (McLaughlin, 2009) Tweet us at #NASWIL PERSPECTIVES ON ADVOCACY • Exposure to policy practice for clinical social workers is further reinforced by the importance of “frontline workers’ understanding the effect of policy decisions on their ability to practice effectively” (Sherraden, Slosar, & Sherraden, 2002, p. 214). • Rocha (2007) echoes this sentiment in asserting the role of social workers in learning policy practitioner skills. This perspective is further affirmed by Jackson-Elmoore’s (2005) qualitative study of state legislators, who, through participation in in-depth interviews, emphasized the role of local service providers in influencing statelevel public policy. Tweet us at #NASWIL ADVOCACY TYPES • The citizen advocate is another form of advocacy where nonprofessionals volunteer time to help another (Hunter & Tyne, 2001; Rapaport, Manthorpe, Hussein, Moriarty & Collins, 2006 as cited by author). • Self-advocacy is an important contribution to the advocacy movement with deep roots in the disability field. • Empowerment forms the cornerstone of self-advocacy where individuals build skills and gain strength to advocate for themselves (Buchanan & Walmsley, 2006; Walker, 2004, as cited by author). • Within generalist practice advocacy is considered a technique or skill, typically a subset of case management (Compton, Galaway & Cournoyer, 2005; Hepworth, Rooney & Larson, 2002; Hoefer, 2006; Miley et al., 2007, as cited by author). ( McLaughlin, 2009) Tweet us at #NASWIL THE CASE METHOD • Case-based learning (CBL) originally emerged in the legal, business and medical fields, and in education as early as the 1800’s (Snyder & McWilliam, 2003). In traditional learning, the structured approach tends to be more instructor-focused. • Using case material toward integration tends to encourage more participation and critical thinking, and is a more student-focused approach to increase discussion and collaborative analysis. • Case-based learning provides a problem-solving environment to identify multiple alternatives to diverse situations (Austin & Packard, 2009) and there is evidence that face to face case-based learning is related to greater satisfaction when compared to other learning methods (Curran, Sharpe, Forristall, & Flynn, 2008). Tweet us at #NASWIL THE CASE METHOD • A review of the literature on CBL discovered that learning occurs both horizontally between students and vertically between students and facilitators (Srinivasan, Wilkes, Stevenson, Nguyen, & Slavin, 2007). • One of several approaches to CBL is to implement it as a whole class which results in students learning in a more efficient, goaloriented manner. This approach can help facilitators amend incorrect assumptions of learners. • Applying this documented method to link clinical and policy practice is consistent with how service oriented professions help students work through layered situations, and can help students see the various ways in which policy and clinical practice connect and inform one another. Tweet us at #NASWIL THE CASE METHOD • In case based learning it was found that learning occurs both horizontally between students and vertically between students and facilitators; CBL learning offers a flexibility that can be useful for online delivery; and that there may be some gender differences related to the tasks involved in this type of approach. • An added advantage is the ability to tailor or use scenarios that reflect the needs of professionals who work with diverse populations with a variety of needs (Jamkar, et al., 2007). • Learning with cases is also a useful strategy to address other challenges in content integration, such as the limits in professional experience and expertise of the instructor, and the saturation of information in course content. Tweet us at #NASWIL THE CASE METHOD • As with other teaching methods, the effective use of case studies requires instructors to determine the specific goals they hope to accomplish. • Cases also help students make connections between what they might otherwise consider to be separate disciplines—for example, they see the need to draw upon principles in economics, environmental studies, and ethics to solve a problem in urban planning, or the need to use historical, philosophical, and sociological materials to make a decision about carrying out an anthropological project. • We decided to apply the above principle to integrate different but related portions of the curriculum using Advocacy Day. ("Teaching with Case Studies," 1994) Tweet us at #NASWIL PURPOSE OF THE ADVOCACY MODEL • The Illinois NASW Chapter and the LUSSW have over the years worked together toward the promotion of student involvement in the annual NASW-IL Advocacy Day. • The purpose of this collaborative educational model is to engage clinical social work students to participate in legislative advocacy. • The collaboration led to piloting of the Advocacy Week model, built by both clinical and policy faculty working in conjunction with the NASW-IL Chapter. • Policy practice experiences while in graduate school increases the likelihood of students becoming involved in advocacy activities post-graduation. Tweet us at #NASWIL DESCRIPTION OF THE MODEL • NASW and LUSSW collaborated on designing an expanded program to increase student participation in the legislative and lobbying process. • “Advocacy Week” was created to precede Advocacy Day. These activities educated social work students on the importance of being active in the legislative process and how public policy affects social work practice. Students who could not travel would still have the opportunity to learn advocacy skills and better understand the advocacy process and be prepared to use these skills in their local communities with their state legislators. Tweet us at #NASWIL DESCRIPTION OF THE MODEL • The Advocacy Week model had two main goals: (1) to teach students how to become involved in the political process; and (2) to demonstrate to students how public policy affects social work practice, and specifically to bridge the gap between clinical social work and policy. Tweet us at #NASWIL MODELS OF TEACHING ADVOCACY • Literature on teaching advocacy for social work students generally highlights two main approaches: (1) activities or project based experiential learning (Rocha, 2000; Salcido & Manalo, 2002) and (2) in-class skills based learning (Moon & DeWeaver, 2005; Moore & Johnston, 2002; Powell & Causby, 1994; Sundet & Kelly, 2002; Wolfer & Gray, 2007). • This project uses a case-based learning (CBL) model, which aims to bridge the gap in teaching advocacy in social work programs, particularly for clinical social work students. • This approach is appropriate as a means of policy and clinical faculty collaboration, as we seek to demonstrate the intersection between policy and practice to clinical social work students. Tweet us at #NASWIL DESCRIPTION OF THE MODEL Three events were planned to meet these goals: (1) a presentation on how a bill becomes the law, and its impact on clinical practice (NASW-IL Executive Director); (2) a workshop on lobbying skills and how to become involved in the legislative advocacy process (Political Action Chair) and; 3) workshops conducted by policy and clinical faculty using case examples to highlight how policy impacts their clinical practice. This presentation highlights this portion. Tweet us at #NASWIL EVENT: NASW LED WORKSHOP • The Executive Director of the NASW IL Chapter provided an overview of how the Medicaid Reimbursement for Social Workers (Public Act 950518) became law in 2007. • The evolution of this legislation was chronicled from the year 2000 until it became a public act in August 2007 drawing attention to the importance of persistence in legislative advocacy. • This persistence took the form of individual social workers in constant contact with their elected officials on the importance of the passage of this legislation. Tweet us at #NASWIL EVENT: NASW LED WORKSHOP • The second presentation was conducted by the NASW Political Action Consultant, who trains and prepares social work students who attend NASW Advocacy Day on how to lobby their state legislators at the Capitol. • He provided a more in-depth presentation to the students attending the Advocacy Week event. His presentation emphasized techniques to get the attention of their legislator, the strengths they bring to the advocacy process, and how to become involved in NASW advocacy efforts. Tweet us at #NASWIL FACULTY LED WORKSHOPS • The workshop conducted by policy and clinical faculty used three case examples to help students begin to reflect on and discuss the impact of policy on clinical practice. – Case example 1: The impact of state and federal legislation on domestic violence. – Case example 2: Using clinical skills to help job-seekers define success. – Case example 3: Have Illinois school social workers become victims of their own? • We will be focusing on the first case example for this presentation. Tweet us at #NASWIL CASE #1 The impact of state and federal legislation on domestic violence • The first case presentation highlighted two major pieces of legislation that have impacted the protection and safety of women who find themselves in domestic violence situations. • Domestic violence advocates have struggled to protect women and, in particular, immigrant women whose abusers use the threat of deportation as a means of control. Tweet us at #NASWIL CASE #1 • Social workers have continually played a role in advocating for the reauthorization of the Violence Against Women Act (VAWA). • This law, among other things, has been an empowering tool for victims of domestic violence and the social workers who support their attempts to increase their safety. • Through the case presented, a clinical social worker conveyed the concrete steps social workers can take to advocate and support a client’s efforts to access resources that will help them succeed, despite the challenges inherent in an abusive relationship. Tweet us at #NASWIL CASE EXAMPLE • Luz is a 35 year old married Spanish-speaking Latina with five children (Jose, age 13; Maria, age 11; Raul, age 8; Arturo, age 6; and Luz, age 2) who sought counseling services at a local community agency. At assessment she revealed violence in her marriage, so the client was directed to the domestic violence program. • Luz was undocumented, isolated, and could not speak English. She was originally from Mexico and could not visit her family due to her legal status. One resource related to Luz’s rights under the Illinois Domestic Violence Act (IDVA). This law provides a means through which victims (regardless of legal status) can achieve a sense of protection. It includes access to resources (such as orders of protection), which can aid victims in creating distance from their aggressors that can be enforced by the police. Tweet us at #NASWIL CASE EXAMPLE • Through the Violence Against Women Act (VAWA), Luz could qualify to self-petition to obtain lawful permanent residence status for her and her children, and in the process apply for a work permit. • The worker helped her gather all the needed paperwork, wrote affidavits, stored incriminating documentation in her office so that her husband might not find it, and even assisted with some of the required fees. • After a few months, Luz obtained a work permit, which lifted the fear and restrictions of finding employment. The worker referred her to the economic development worker, who gave her information on how to save and plan for the future. As she was able to earn and save money, she felt ready to seek a divorce. • Currently, Luz lives with her five children in a violence free environment. Tweet us at #NASWIL CASE EXAMPLE • After the case presentation, discussion followed consistent with the structure of CBL. • Using a Socratic Method, students and instructors addressed any incorrect assumptions by students and a direct link between policy and practice was established. • An important aspect in this process was how policy is driven by the values and social attitudes of the society it regulates. • Increasing an awareness of how these values and attitudes have perpetuated partner violence legitimized by interpretations of policy prior to the enactment of domestic violence laws was an essential ingredient in acknowledging the role of advocacy. Tweet us at #NASWIL CASE EXAMPLE • Students learned about the importance of advocacy through a dialectical process of inquiry and response by asking and answering questions that stimulated critical thinking. • In this dialogue the reciprocal nature of policy and practice became clear by considering the various strategies practitioners applied to implement advocacy for domestic violence victims at micro and mezzo levels, as well as the ways that domestic violence policy impacted micro and mezzo social work practice with domestic violence. • Stated differently, students of clinical social work reflected on how knowledge of policy was an approach to overcome contextual barriers clients face (legal status) that were related to the presenting problem (safety). Tweet us at #NASWIL EVALUATION OF CBL ON ADVOCACY WEEK • In the Advocacy Week model, the case-based presentations are open to all students, whether they participate or not in Advocacy Day at the state capitol. • An evaluation survey was conducted of Advocacy Day participants, in order to assess the general competency-based learning outcomes and to compare students who participated in the presentation to those who did not. • A total of 30 students participated in Advocacy Day at the State Capitol. Among these students, 6 attended the case presentations prior to the Advocacy Day and 24 only participated in the one-day advocacy event. • Twenty-two students were female (73.3%), ten were first year regular track MSW students (33.3%), and slightly more than half were Caucasian (53.3%). Tweet us at #NASWIL PRELIMINARY EVALUATION • One of the participating clinical professors had a class assignment (N=28) requiring attendance to one of the events and conducted a small scale qualitative study on the impact of Advocacy Week on their learning • The vast majority of the responses stated that their participation in Advocacy Week was a positive one. All students with the exception of one endorsed the value of such an initiative as part of standard social work curricula. Tweet us at #NASWIL PRELIMINARY EVALUATION Students’ responses generally fell into two core areas: 1) First, an increased awareness of the integration and relevance of practice and policy within social work at both a personal level and a professional level: and 2) Second, one’s professional identity as a social worker and empowerment to work as advocates on behalf of one’s clients. Tweet us at #NASWIL PRELIMINARY EVALUATION Sample of quotes re learning and personal development: • “It enlivened the subject matter in my social policy course by providing a here-and-now connection to policy” • “Provided a great link between the social work curriculum and the real world of policy and practice” • “Enhanced the knowledge of social work students by expanding their horizons and allowing them to look outside of the box and look at the bigger picture.” Tweet us at #NASWIL PRELIMINARY EVALUATION Students expressed heightened awareness of application of advocacy and policy to social work practice: • “Crucial and direct link between policy and social work practice.” • A very common response among the students was “the activities made me aware of practical applications for policy making, particularly in terms of policies that affect our clients”. • translated to personal action on the part of students such as “I will go to the website he provided and find out who my state senator and representative are”. Tweet us at #NASWIL PRELIMINARY EVALUATION Continued-• Several students suggested that these lessons learned were new; in other words, “I was surprised to hear how many different areas of social work are affected by policy.” • In summary, students by and large stated that “this forum was good for planting the seeds in our minds for how we can make a difference.” Tweet us at #NASWIL PRELIMINARY EVALUATION Development of their own identity as social workers. • “We are mandated by the National Association of Social Work code of ethics under point 6.04 to be involved in the political process. Though I held this theoretical knowledge, it had never been clarified as a necessary part of my work as a social worker.” • Other examples of lessons learned include “the importance of not only understanding policy, but also how these policies affect our role as social workers”, ways that “policy impacts the work we do and the jobs that we are allowed to do”, how “these issues pertain to us and our roles as social workers”, and “how I can get involved.” Tweet us at #NASWIL PRELIMINARY EVALUATION The majority of criticism reflected a positive desire for more content and time devoted to Advocacy Week: • “It would be beneficial to the school and social workers as a whole if the session were mandatory”. • One student suggested that the content associated with Advocacy Week be developed into a core course • “It would be amazing to see this idea of social justice expanded to a year-round, commonplace occurrence, instead of simply a week long.” • “I believe there should be more time in the social work program dedicated to learning about how to effectively advocate at the local level.” Tweet us at #NASWIL PRELIMINARY EVALUATION Continued… • Students requested additional opportunity “to have a hands-on experience with regards to the political process.” and requested more interactive opportunities, both within Advocacy Week and across the curriculum as a whole, in order to facilitate stronger engagement in the community and with the subject matter. • Similarly, they asked for more “in-depth” opportunity to explore the role of policy in practice. • More specifically, several students expressed desire to target their area of interest through Advocacy Week, Tweet us at #NASWIL PRELIMINARY EVALUATION Continued… • Wanted more of the nuts and bolts regarding the experience of advocacy and lobbying as a social worker. For example, “what we might like to know, is precisely how to go about writing to a senator, what it really means to lobby (I mean literally), and why certain laws pass that seem to benefit no one at all.” • In summary, their criticisms reflected a need for a more indepth, continued experience in this area for their own personal and professional growth as a social work professional. Tweet us at #NASWIL CONCLUSIONS & DISCUSSION Successful implementation depends on: • Support and investment from the leadership of the school; • NASW, University and and student alliances are crucial for both technical assistance & collaboration of the model. • Commitment of faculty through formation of ad hoc committee and with faculty cooperation. • Commitment of both policy and practice faculty to demonstrate the importance of advocacy in everyday practice, to demonstrate to clinical social workers why they need to be advocates, that policy impacts their practice on a daily basis. Tweet us at #NASWIL CONCLUSIONS & DISCUSSION Some challenges to implementation: • The key challenge is developing a schedule of events on days and times that maximize student participation. • A second challenge is related to cost. In order to encourage the greatest participation in Advocacy Day. Schools of social work need to intervene with the costs of transportation, registration fees, and meals. An option is to work with the other schools of social work in the one’s metropolitan area to collaborate events and share transportation costs. Tweet us at #NASWIL CONCLUSIONS & DISCUSSION Conclusions: • The model was created to illustrate why students in clinical social worker specializations should be involved in the policy process since their future clinical practice is impacted by policies and legislation. The workshop conducted by clinical and policy faculty used case examples to illustrate the link between policy and practice in such areas as domestic violence, school social work, and community development. Tweet us at #NASWIL CONCLUSIONS & DISCUSSION Conclusions: • An objective of the model was to empower students to realize the knowledge and expertise they bring to the political arena when it comes to the development, implementation or termination of policies. • Social workers are essential to the identification and documentation of social problems that can be used in the development and promotion of policy initiatives. • The workshop conducted by the NASW-IL PAC Chair is built on empowering students and demonstrating specific skills to use to educate and advocate with their state legislators. Tweet us at #NASWIL RECOMMENDATIONS • Schools of social work need to build policy-practice linkages among their faculty members. • These two practice areas, policy and direct practice, cannot operate as two separate silos but as two closely interrelated areas in their shared mission of influencing the legislative arena. • Thus, the more these two areas of the curriculum are working together among their respective faculty members, the easier it will be to support such a model among the student body which embraces this partnership. Tweet us at #NASWIL RECOMMENDATIONS • Student support is essential in the investment and coordination of activities for this model. • While most schools have a student association, a substantive advocacy component of the organization is vital to the success of the Advocacy Week model. • A student in an internship placement at the local NASW Chapter office can be a key player in the coordination of the model’s activities. Tweet us at #NASWIL DISCUSSION QUESTIONS 1. What training did you have in social work school regarding legislative advocacy? 2. Who should speak for social work issues? Clinicians or policy experts? 3. What barriers do you think keeps you and other social workers from doing advocacy work? 4. What can schools of social work do to assist students to become better advocates in the legislative arena? Tweet us at #NASWIL REFERENCES • • • • • • Austin, M.J. & Packard, T. (2009). Case-based learning: Educating future human service managers. Journal of Teaching in Social Work, 29(2), 216236. Cohen, D., de la Vega, R., & Watson, G. (2001). Advocacy for social justice: A global and reflection guide. Sterling, VA: Kumarian Press. Curran, V.R., Sharpe, D., Forristall, J., & Flynn, K. (2008). Student satisfaction and perceptions of small group process in case-based interprofessional learning. Medical Teacher, 30, 431-433. Herbert, M. & Mould, J. (1992). The advocacy role in public child welfare. Child Welfare, 7(2), 114-130. Jackson-Elmoore, Cynthia (2005). Informing state policymakers: Opportunities for social workers. Social Work, 50(3), 251-261. Jamkar, A.V., Burdick, W., Morahan, P., Yemul, V.Y., Sarmukadum, & Singh, G. (2007). Proposed model of case based learning for training undergraduate medical student in surgery. Indian Journal of Surgery, 69(5), 276-183. Tweet us at #NASWIL REFERENCES • • • • • • McLaughlin, A.M. (2009). Clinical social workers: Advocates for social justice. Advances in Social Work, 10(1), 51-68. Moon, S.S. & DeWeaver, K. L. (2005). Electronic advocacy and social welfare policy education. Journal of Teaching in Social Work, 25(1/2), 5768. Moore, L.S., & Johnston, L.B. (2002). Involving students in political advocacy and social change. Journal of Community Practice, 10 (2), 89101. Powell, J.Y. & Causby, V.D. (1994). From the classroom to the capitol— from MSW students to advocates: Learning by doing. Journal of Teaching in Social Work, 9(12), 141-154. Ramsay, R. (1988). Is social work a profession? A 21st century answer to a 20th century question: Futurist paper presented to the 100th anniversary of Canadian Association of Social Workers (CASW). Retrieved from http://www.ucalgary.ca/sw/ramsay/papers/is-social-work-a-profession.htm Rocha, C. (2007). Essentials of social work policy practice. Hoboken, NJ: John Wiley & Sons, Inc. Tweet us at #NASWIL REFERENCES • • • • • • Salcido, R. & Manalo, V. (2002). Planning electoral activities for social work students: A policy practice approach. Arete, 26(1), 56-60. Sherraden, M.S.; Slosar, B.; & Sherraden, M. (2002). Innovation in social policy: Collaborative policy advocacy. Social Work, 47(3), 209-221. Snyder, P. & McWilliam, P.J. (2003). Using case method of instruction effectively in early intervention personnel preparation. Infants and Young Children, 16(4), 284-295. Sundet, P. & Kelly, M. (2002). Legislative policy briefs: Practical methodology in teaching policy practice. Journal of Teaching in Social Work, 22(1/2), 49-60. Srinivasan, M., Wilkes, M., Stevenson, F., Nguyen, T., & Slavin, S. (2007). Comparing problem-based learning with case-based learning: Effects of a major curricular shift at two institutions. Academic Medicine, 81(1), 74-82. “Teaching with Case Studies” (1994). Retrieved from http://www.stanford.edu/dept/CTL/cgibin/docs/newsletter/case_studies.pdf Tweet us at #NASWIL REFERENCES • • • • • University of Michigan (2013). From charitable volunteers to architects of social welfare: A brief history of social work. Retrieved from http://archive.ssw.umich.edu/ongoing/fall2001/briefhistory.html Velazquez Vidal, C. (2003). Politics, power, and psychotherapy. The European Journal of Psychotherapy, Counseling, and Health, 6(1), 71-73. Wilks, T. (2012). Advocacy and social work practice. New York, NY: McGraw Hill. Wolfer, T.A., & Gray, K.A. (2007). Using the decision case method to teach legislative policy advocacy. Journal of Teaching in Social Work, 27(1/2), 37-59. Younghusband, E. (1971). New developments in casework. London: Routledge & Kegan Paul. Tweet us at #NASWIL