Western New Mexico University
School of Social Work
Rural Social Welfare Policy
SWK 630
Summer I 2012
Instructor: Leslie Cook
Office:
133 PE Building
Phone #:
575-538-6324 Office or 575-313-2230 Cellular
Office Hours: Online and available by appointment
E-mail:
lesliecookmsw@gmail.com
COURSE DESCRIPTION
Social advocacy and policy impact are critical components of advanced direct practice in rural
areas. Social Welfare policy has historically been driven and derived from an urban lens. This
course explores the impact of policy on rural communities as well as the need for legislative
accountability to rural areas. Practitioners in rural areas are often involved in case to cause
advocacy. Client systems are not seen in political isolation in rural communities. The interaction
between policy and individual/groups/communities is explored in depth during this course.
This course teaches advanced graduate-level skills in policy analysis and evaluation with an
emphasis on skills for policy practice within the rural context. Skills taught are those used by
social workers engaging in policy practice as change agent in legislative, community, and
organizational arenas. The course content helps students to generalize the impact of current
social welfare policies on rural services. The course is further designed to help students place
these current policies, and the policy practice role itself, in a historical and value context building
on Foundation of Social Welfare Policy (SWK 530). It is designed to develop a deeper
understanding of the multifaceted impact of social policies on rural areas as well. This
understanding provides the basis for the development of policy practice interventions designed to
address identified rural issues. Policy areas of particular interest to rural areas— transportation,
agriculture, economic development, and devolution—are emphasized. This course integrates
micro level practice skills with policy skills (including advocacy skills). The principle skills
taught in this course are policy practice skills. First, students build on models of policy analysis
from Foundation of Social Welfare Policy (SWK 530) and apply one of these models to a policy
affecting a population related to their field practicum. In addition, students apply the policy
model to newspaper articles as well as professional literature. Once students have identified a
policy affecting a population related to their field practicum, they, then, develop a policy
advocacy plan to redress an identified policy-related problem affecting this population.
Rural social workers need to have an understanding of globalization and interconnectedness of
international issues to rural communities to promote conflict resolution (i.e. UN - World Health
Organization). They need to understand the globalization of factors such as poverty that effect
diverse populations. The impact on children, the elderly and marginalized populations is
important to understand from a global perspective as well. Building on the generalist
perspective, practitioners must have knowledge of the dynamics of local politics and their
interplay in policy development and implementation in the various units of local government.
Their involvement in legislative advocacy must include work at the local, state and federal levels
with an understanding of local and global policy connections. In order for this to be successful,
practitioners need to have a broad knowledge of social services, policy, history, and analysis.
The worker must be aware of, respect and effectively navigate both the formal and the informal
mechanisms of local political influence. The worker assumes a variety of roles and
responsibilities that in other settings may be the exclusive domain of a single practitioner.
Advanced practice in the rural context necessitates the knowledge of the dynamics of local
politics and its interplay in policy development and implementation in the various units of local
government. The worker must be able to understand the complex relationships between the
various units of local government transcending townships, cities and counties. Social workers
must understand the connection between and the application of social welfare policy
promulgated at the state and federal levels of government and its impact on local governments
and non-governmental entities. The way local service provision and resources meet the needs of
vulnerable populations, such as children, seniors, and people with disabilities, will also be
discussed.
Course topics include a discussion of the role of the policy practitioner and issues faced by such
practitioners. Legislative policy and accountability are critical factors for effective advanced
direct practice in rural settings. Policy is usually created as a one- size-fits-all model that creates
unintended consequences and lack of services in rural communities. Students in this course will
question the one-size-fits all model and propose alternative models for addressing the needs of
client systems. Students will explore the rural policymaking process and accountability at three
levels of government (local, state, and federal). Complicating the need for accountability and
effective practice are ethical considerations and dilemmas and barriers to social change. Issues of
diversity and culture often are neglected in policy-making decisions. The policy practitioner
within rural settings must develop cultural competencies and impart that knowledge base to
policy makers at the local and state levels. Therefore, students will implement a legislative policy
advocacy plan in conjunction with Concentration Field Practicum I (SWK 681).
A critical component in rural policy is economic development of improvised areas, which rural
areas tend to be chronically improvised. This course provides part of the foundation for
community development and planning for Rural Community Organization and Development
(SWK 621). Demonstrating the skills of a policy practitioner with the advanced direct practice
model increases the effectiveness of development and planning skills mastered in Rural
Community Organization and Development (SWK 621). When integrating knowledge, theories,
and skills from Rural Community Organization and Development (SWK 621) and Social Work
Administration and Supervision (SWK 610) with this course, the advanced direct practitioner in
rural settings can effectively and efficiently work to change macro level systems to be more
responsive to the needs of individuals and families across all age groups.
TEXTS:
Required
Jansson, B. S. (2008). Becoming an effective policy advocate (5th ed.). Pacific
Grove: Brooks/Cole/Wadsworth. ISBN-13: 978-0-495-10229-8
Scales, T. L., & Streeter, C. L. (2004). Rural social work: Building and sustaining
community assets. Thomson/Brooks/Cole. ISBN-13: 978-0-534-62163-6
Recommended
Ginsberg, L. H. (1998). Social work in rural communities (3rd ed.). Alexandria,
VA:Council on Social Work Education.
The Council of Social Work Education upholds that all social work education should include the following core
competencies. Each of the core competencies encompasses individual necessary knowledge, values, skills, and operational
practice behaviors. Each student should be familiar with these core competencies, and be able to demonstrate knowledge of
them at the completion of this course.
CSWE EPAS 2008 Core Competencies
Professional Identity
2.1.1 Identify as a professional social worker and conduct oneself accordingly.
Necessary Knowledge, Values, & Skills



Social workers serve as representatives of the profession, its mission, and its core values.
Social workers know the profession’s history.
Social workers commit themselves to the profession’s enhancement and to their own professional conduct
and growth.
Operational Practice Behaviors
a) Social workers advocate for client access to the services of social work;
b) Social workers practice personal reflection and self-correction to assure continual professional
development;
c) Social workers attend to professional roles and boundaries;
d) Social workers demonstrate professional demeanor in behavior, appearance, and communication;
e) Social workers engage in career-long learning; and
f) Social workers use supervision and consultation.
Ethical Practice
2.1.2 Apply social work ethical principles to guide professional practice.
Necessary Knowledge, values & Skills


Social workers have an obligation to conduct themselves ethically and engage in ethical decision making.
Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant
law.
Operational Practice Behaviors
a)
Social workers recognize and manage personal values in a way that allows professional values to guide
practice;
b) Social workers 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;
c) Social workers tolerate ambiguity in resolving ethical conflicts; and
d) Social workers apply strategies of ethical reasoning to arrive at principled decisions.
Critical Thinking
2.1.3 Apply critical thinking to inform and communicate professional judgments.
Necessary Knowledge, Values, & Skills

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.
Operational Practice Behaviors
a)
Social workers distinguish, appraise, and integrate multiple sources of knowledge, including research-based
knowledge, and practice wisdom;
b) Social workers analyze models of assessment, prevention, intervention, and evaluation; and
c) Social workers demonstrate effective oral and written communication in working with individuals,
families, groups, organizations, communities, and colleagues.
Diversity in Practice
2.1.4 Engage diversity and difference in practice.
Necessary Knowledge, Values, & Skills

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
ideaology, 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 alientation as well as privilege, power, and acclaim.
Operational Practice Behaviors
Social workers recognize the extent to which a culture’s structures and values may oppress, marginalize,
alienate, or create or enhance privilege and power;
b) Social workers gain sufficient self-awareness to eliminate the influence of personal biases and values in
working with diverse groups;
a)
c)
Social workers recognize and communicate their understanding of the importance of difference in hsaping
life experiences; and
d) Social workers view themselves as learners and engage those with whom they work as informants.
Human Rights & Justice
2.1.5 Advance human rights and social and economic justice.
Necessary Knowledge, Values, & Skills

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 interconnection 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 distributed equitably and without prejudice.
Operational Practice Behaviors
a) Social workers understand the forms and mechanisms of oppression and discrimination;
b) Social workers advocate for human rights and social and economic justice; and
c) Social workers engage in practices that advance social and economic justice.
Research Based Practice
2.1.6 Engage in research-informed practice and practice-informed research.
Necessary Knowledge, Values, & Skills

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.
Operational Practice Behaviors
a) Social workers use practice experience to inform scientific inquiry; and
b) Social workers use research evidence to inform practice.
Human Behavior
2.1.7 Apply knowledge of human behavior and the social environment.
Necessary Knowledge, Values, & Skills

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.
Operational Practice Behaviors
a)
Social workers utilize conceptual frameworks to guide the processes of assessment, intervention, and
evaluation; and
b) Social workers critique and apply knowledge to understand person and environment.
Policy Practice
2.1.8 Engage in policy practice to advance social and economic well-being and to deliver effective social work
services.
Necessary Knowledge, Values, & Skills

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.
Operational Practice Behaviors
a) Social workers analyze, formulate, and advocate for policies that advance social well-being; and
b) Social workers collaborate with colleagues and clients for effective policy action.
Practice Contexts
2.1.9 Respond to contexts that shape practice.
Necessary Knowledge, Values, & Skills

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.
Operational Practice Behaviors
a)
Social workers continuously discover, appraise, and attend to changing locales, populations, scientific and
technological developments, and emerging societal trends to provide relevant services; and
b) Social workers provide leadership in promoting sustainable changes in service delivery and practice to
improve the quality of social services.
Engage, Assess, Intervene, Evaluate
2.1.10 Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and
communities.
Necessary Knowledge, Values, & Skills

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.
Operational Practice Behaviors
a) Engagement
 Social workers substantively and affectively prepare for action with individuals, families, groups,
organizations, and communities;
 Social workers use empathy and other interpersonal skills; and
 Social workers develop a mutually agreed-on focus of work and desired outcomes.
b) Assessment
 Social workers collect, organize, and interpret client data;
 Social workers assess client strengths and limitations;
 Social workers develop mutually agreed-on intervention goals and objectives; and
 Social workers select appropriate intervention strategies.
c) Intervention
 Social workers initiate actions to achieve organizational goals;
 Social workers implement prevention interventions that enhance client capacities;
 Social workers negotiate, mediate, and advocate for clients; and
 Social workers facilitate transitions and endings.
d) Evaluation
 Social workers critically analyze, monitor, and evaluate interventions.
Grading System: Grade requirements are per Western New Mexico Catalog 2011-2012 p. 71
Attendance Policy: It is University policy than an instructor may drop a student from the class rolls
when the student accumulates unexcused absences in excess of the number of credit hours offered
for the course. Written explanation for any absence, which a student hopes to be considered
“excused”, must be submitted in writing as soon as the student returns to class. I will follow
University policy unless there are unusual, extenuating circumstances that are beyond the control of
a student. In online courses, students must log in and participate in weekly discussions and
assignments.
Disability Services at Western New Mexico University: Services for students with disabilities
are provided through the Academic Support Center’s Disability Support Services Office in the
Juan Chacon Building. Some examples of the assistance provided are: audio materials for the
blind or dyslexic, note takers, readers, campus guides, audio recorders, a quiet testing area, and
undergraduate academic tutors (available to all WNMU students). In order to qualify for these
services, documentation must be provided by certified health care professionals. Disability
Support Services forms are available in the Academic Support Center or online at
http://www.wnmu.edu/SpecialNeeds/. The Disability Support Services Office, in conjunction
with the Academic Support Center, serves as Western New Mexico University's liaison for
students with disabilities. The Academic Support Center’s Disability Support Services Office
can be contacted by phone at (575) 538-6400 ore-mail at dss@wnmu.edu.
Policy statement regarding official e-mail: WNMU’s policy requires that all official
communication be sent via Mustang Express. As a result, all emails related to your enrollment at
WNMU and class communication – including changes in assignments and grades – will be sent
to your wnmu.edu email address. It is very important that you access your Mustang Express email periodically to check for correspondence from the University. If you receive most of your
email at a different address you can forward your messages from Mustang Express to your
other address.
Example: Martin Classmember was assigned a WNMU email address of
classmemberm12@wnmu.edu but Martin would rather receive his emails at his home email
address of martinclass@yahoo.com
Martin would follow the directions provided at
http://www.wnmu.edu/campusdocs/direction%20for%20forwarding%20email.htm
WNMU policy on e-mail passwords:
WNMU requires that passwords for access to all of the protected software, programs, and
applications will be robust, including complexity in the number of characters required, the
combination of characters required, and the frequency in which passwords are required to be
changed. Minimum complexity shall include:

Passwords shall contain at least six (6) characters.

Passwords shall contain at least one capital (upper case) letter, and at least one symbol
(numbers and characters such as @ # $ % & *).

Passwords shall be changed at least every 90 days.
Academic Integrity: Each student shall observe standards of honesty and integrity in academic
work completed at WNMU. Students will be penalized for violations of the Academic Integrity
Policy. Please refer to the current University Catalog page 61. Examples of violations such as
plagiarizing (written) papers, cutting and pasting from the internet, and cheating on examinations
shall not be tolerated. When in doubt about the honesty and integrity of an action discuss it with
your instructor beforehand. To assist students in understanding and maintaining academic integrity
in their written work the use of Turnitin.com will be a requirement in this class.
Copyright Policy: Copyright is the right of the creator of a work to control the use of that work
by others. Copyright protects literary works, musical works, dramatic works, pantomimes and
choreographic works, pictorial works, graphic works, sculpture, motion pictures and other
audiovisual works, as well as sound recordings and architectural works. In other words,
copyrighted work may not be reproduced by others without the copyright owner’s permission.
Although there are some exceptions to the rules, i.e. fair use, discussed later, generally the
unauthorized reproduction, performance, or distribution of a copyrighted work is a copyright
infringement and may subject the guilty party to civil and criminal penalties.
Western New Mexico University (WNMU), its faculty, students, and employees must comply
with the Copyright Law. Questions regarding copyright law compliance should be directed to
your department head, your professor, your supervisor, or the University Librarian and copyright
compliance officer. Additional information about copyright is available on the following
websites: http://209.85.173.132/u/WNMU?q=cache:qt_yhnzAavYJ:www.wnmu.edu
Please Note: All assignments and papers must follow the format of The Publication Manual of
the American Psychological Association (6th ed.) including the use of headings/subheadings,
reference list, and title page as a guide for writing and citing sources. The following criteria will
be used for all graded assignments:




Quality and clarity of writing and organization.
Comprehensiveness.
The extent to which course concepts, discussion and readings are reflected in the writing.
Submission of assignments on the dates specified within the guidelines provided.
*Assignment Due Dates: Please note that no assignments will be accepted past the due dates
that are given.
*Late Work: Please understand: I DO NOT accept late work from students. I understand that
each semester at least one student will try to push that boundary and not turn in an
assignment on time. That is fine, except you WILL NOT receive ANY credit for that
assignment.
COURSE REQUIREMENTS
GRADING
Grading scale:
A
B
C
D
F
90 to 100
80 to 89
70 to 79
60 to 79
59 and below
ASSIGNMENTS
Rural Policy Assignment & Paper (Due 6/14/12):
Student will attend a local City Hall or County Council meeting. You will discuss the
policy concerns addressed at the meeting in a paper. You may need to conduct research
with the people in attendance to understand the history of the problem, policy addressing
the problem, analysis of all policy concerns, and the effectiveness of the service provision
and funding if applicable. Identify the participants and who they represent. What are the
competing points of view related to the meeting topics? Was the meeting formal in the
process or informal? Were there any rules for participation? Did anyone seem to control
or dominate the meeting? What was the tone of the meeting? What was the obvious
demographic composition of those in attendance at the meeting?
The paper for this assignment should be 5-7 pages long double spaced. Reference the
people who give you information or any source of information in APA format. You can
even reference yourself as a participant. 100 points
Interview and Analysis Social Welfare Administrator Due Date 6/23/12:
Identify and make contact with a local politician or social welfare administrator in your
community. Your task is to interview a politician or administrator and learn her/his
position on a social welfare issue/problem of your choice and to present a well developed
position in an effort to advocate for your area of interest.
1. In preparation for this interview develop a historical perspective of your area of
interest. Include legislation, policy, programming, funding and the current state of
affairs of the problem or issue you have chosen. (Note this analysis will be a part of
the paper you will submit for a grade and important in your interview) I suggest a
focus on your community and specific feature of a topic to avoid developing a topic
that becomes too large to adequately address in this paper.
2. Prepare a series of questions that will help you understand your interviewee’s position
and plans if any to ameliorate the problem/issue of interest to you.
3. Prepare a statement to advocate for support of your selected problem/issue. Examine
NASW policy statements to learn if there is a general, specific or common position
that social workers have on the problem/issue you have chosen. Add this statement to
your paper and opinion whether you agree or disagree with NASW’s stance on your
topic and why.
4. Finally, document your process, how did you get to where you ended up in this
assignment what your learned from your interview, your thoughts and feelings about
your interaction with your interviewee, and how did your interviewee responded to
your position?
The paper should be 7-10 pages, double spaced, and in APA format. Reference the
people you contact. You should also reference any other resources. 100 points
Policy Advocacy Final (Due 7/3/12):
Develop a plan for an advocacy project for an issue relevant to your community. You
need to clearly define the issue or needs of the people you are advocating. You need to
enlist input from the people you plan to help, or people affected by the issue you are
advocating. Do these people conceptualize the problem the same way you did initially?
What are the differences? What do they think needs to be done to solve the problem?
What does the literature say? What steps will you take in advocating this issue or for
these individuals? Are you planning to network with others? Would you contacted these
groups or agencies (or enlisted like-minded individuals) to join your efforts? How did
your idea change from your initial conception to the final plan? What impacted the
change? Offer a brief feasibility analysis of your project. Discuss your process or
describe the genesis of your thinking. Suggestions: Be creative and examine your own
strengths and capacities integrating them into your project. Be brave develop a project
that is true to what you have learned, believe and think will have the greatest impact.
Explore what has been done internationally for ideas and unique perspectives.
The paper should be 10-12 pages, double spaced, and in APA format. Reference the
people you contacted. Reference other resources you used for completing this
assignment. 200 points
CLASS SCHEDULE:
6/4/12 Readings- Chapters 1-3 (Scales and Streeter, 2004)
6/14/12
Reading - Chapters 4, 5,6,15 (Scales and Streeter, 2004)
Rural Policy Assignment Due
6/16/2012
Readings- Chapters 7,8,11,12,13,14 (Scales and Streeter, 2004)
6/19/12
Readings Chapters 17-27
6/23/2012
Interview and Analysis Local Politician or Social Welfare Administrator
6/28/12
Reading: Chapters 1-5 (Jansson, 2008)
6/30/12
7/3/12
Readings: Chapters 6-10 (Jansson, 2008)
Final Exam: Rural Policy Advocacy Paper Due
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