Develop, select, and apply social action skills that address the political and social contexts with the goal of achieving social change.

SWO-590 Advocacy and Social Action for Professional Social Workers (formerly SWO-523)

Course Description The focus of this course is to understand relevant theories and strategies of advocacy and social action that promote social justice within organizations, the larger community, and society. Where advocacy assumes that individuals have rights and those rights are enforceable, social action involves a coordinated and sustained effort to achieve institutional change to meet a need, address a social problem, or correct an injustice to improve the quality of human life and well-being. Students will gain understanding of theories, policy analysis strategies and social, economic, political, and organizational systems, to influence, formulate, and advocate for policy and other system changes to meet the needs of clients and all people who experience oppression and systemic discrimination based on one’s race, ethnicity, language, class, religion, gender, sexual orientation, immigration status, and/or other factors. These advocacy, social action, policy analysis, and critical thinking skills will be understood within a professional social work values framework which views social workers as allies with or advocates for oppressed or discriminated individuals, families, groups, or communities. This course draws upon policy analysis approaches, clinical skills, current knowledge, and differential use of self that students have learned in earlier courses to critically assess values and evaluate needs and gaps in services for clients, families, organizations, or communities.

Required Texts (T) Hoefer, R. (2016). Advocacy practice for social justice (3rd ed.). Chicago, IL. Lyceum Books, Inc.
(T) Rocha, C. J. (2007). Essentials of social work policy practice . Wiley.
Recommended Textbooks: Ezell, M. (2001). Advocacy in the human services . Brooks/Cole (Thomson Learning).
Kush, C. (2004). The one-hour activist: The 15 most powerful actions you can take to fight for the issues and candidates you care about. San Francisco, CA. http://library.simmons.edu/record=b2107756~S0
Meredith, J. (2000). Lobbying on a shoestring: Massachusetts continuing legal education (3rd ed.).

Textbook Rentals:

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● Rent online at http://simmons.bncollege.com or in the bookstore ● Pay using any form of payment accepted at the bookstore ● Use the book for the entire semester

While not every textbook is available to rent, many of the common, re-usable books are on the rental list. If you have questions regarding whether or not a book is rentable, contact the Simmons bookstore.

Materials for the Courses;

The course materials listed in this syllabus are available in several different sources as noted below:

T = Textbook D = Chapters and articles on available to download on 2SW. These are scanned PDF files posted by your faculty and located on your 2SW course site. E (or no designation) = Articles available electronically via links included in the syllabus, or by searching the Simmons Library as described below. W = Web link. Freely available online resources.
Journal articles: full-text journal articles are listed in the syllabus and can be found through the Simmons Library by the following instructions:

There are multiple ways to find a full-text article when you have the citation for it (like the ones listed in a syllabus or article reference list). The following is the most accurate method of getting to the full-text of articles in journals that the Simmons Library subscribes to.
1. From the Simmons Library homepage (http://www.simmons.edu/library), click on Find a Journal. 2. Search for the title of the Journal in which the article was published. 3. Look at the date ranges next to the database links listed under the journal title. Click on a link with the date range that includes the article’s publication date.

If you’re off-campus you’ll be prompted to log in with your Simmons username and password at this point.
4. From the Journal Page, use the year, volume, and issue information to locate the journal issue in which the article was published. 5. Click on the issue number and scroll through the article titles until you locate the one you want to read. Click on the PDF icon in order to download, save or print the article.
For further instructions see the interactive “From a Citation to a Full-Text Article” available at http://beatleyweb.simmons.edu/gots/tutorial/citationtoarticle.

For difficulties getting to a reading through the Library, please contact.

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Council on Social Work Education (CSWE) Core Competencies & Practice Behaviors.

The 2015 Educational Policy and Accreditation Standards (EPAS) developed by the Council on Social Work Education (CSWE) both require and provide a framework for competency-based assessment of educational outcomes in social work training programs. A description of the nine core competencies and associated foundation and advanced observable behaviors can be found on the SSW website through the following link within the searchable Field Manual:

http://socialwork.simmons.edu/field-ed-manual/

The course will primarily address and assess your attainment of the following competencies and learning objectives:

Core Competency.
Learning Objectives Dimensions Assignments
Competency 1: Demonstrate Ethical and Professional Behavior
(1) Understand the historical roots of social work and the commitment to social change through advocacy and legislative, community or organizational practice at local, regional, national, or international levels & apply this knowledge to the development of social action plans, efforts, or activities.

(2) Demonstrate the understanding of the professional, ethical, and personal responsibilities that social workers have in addressing oppression and social justice, valuing diversity and the improvement of civil and human rights through the development of social action and advocacy efforts.
Knowledge; Skills Knowledge; Skills
Class Participation, Social Action Reflection Paper, Mock Testimony Presentation, Midterm, Final Paper

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Competency 2: Engage Diversity and Difference in Practice
(1) Understand diversity through multiple factors [including age, race, color, culture, disability, ethnicity, gender, gender identity and expression, immigrant status, national origin, political ideology, & sex and sexual orientation] and how these factors can influence systems which in turn can affect oppression, poverty, marginalization, and/or support privilege and power.

(2) Design social action efforts that reflect an understanding of the impact of the intersectionality of racism, sexism, heterosexism, ageism, ableism, classism, and other forms of oppression on policies, human service organizations, practices and approaches, funding for services, and the implicit biases that inform individual practice.

(3) Critically think about and understand the professional and ethical responsibilities that social work has in improving the quality of life for individuals, families, and communities who are oppressed or marginalized.

Cognitive/ Affective
Class Participation, Setting the Stage Paper, Mock Testimony Presentation , Final Paper

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Competency 3: Advance Human Rights, and Social, Economic and Environmental Justice
(1) Understand the effect of historical and social contexts on the lived experiences of individuals, families, and communities who are oppressed or marginalized.

(2) Develop social action plans and/or efforts that reflect social justice principles.

(3) Understand the importance of advocacy and social action to enhance rights, benefits, and services for individuals, families, or communities that are oppressed or marginalized.

(4) Understand the role of a social worker as an agent of positive change through enhanced critical thinking skills in the areas of social, distributive, political, environmental, and economic justice.

Cognitive/ Affective

Class Participation, Midterm, Mock Testimony Presentation, Final Paper

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Competency 5: Engage in Policy Practice
(1) Approach advocacy from a standpoint that uses logical, scientific, and evidence-based or informed frameworks.

(2) Develop, select, and apply social action skills that address the political and social contexts with the goal of achieving social change.

(3) Understand concepts such as civil rights, inclusion, interdependence and universal design as firm principles for social policy, social action, and advocacy with and on behalf of individuals, families, or communities who are oppressed or marginalized.

(4) Analyze social welfare policy development from a social justice perspective which includes resource allocation decisions and gaps in services.

(5) Understand that social action and advocacy works within an ever-changing landscape that includes political processes and governmental/organizational policies which affect the social, economic, and environmental well-being of individuals, families, communities, and organizations as well as social work practice itself.
Cognitive Affective.

Knowledge
Class Participation, Midterm, Final Paper, Mock Testimony Presentation

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COURSE ORGANIZATION This course is scheduled for 14 weeks. During each week there is asynchronous course work and a synchronous live session. Participation is required. Points will be deducted from grades for absences.

Evaluation of Student Performance

Evaluation of students’ performance is based on:

Class Participation. You are responsible for completing all readings before class and being prepared to apply them in class discussions. Class discussion includes in-class discussions and exercises and online assignments. In class or online participation should reflect the social worker’s professional responsibility for respectful interactions and attentiveness with fellow students and faculty. Please review the student policy manual for SSW standards for professional development and the honor code.

Written Assignments. Your individual instructor will explain her expectations for written assignments and specific grading criteria. Each paper is due on the date noted in the syllabus; any exception must be discussed in advance with your instructor.

Attendance, Attentiveness, and Punctuality ● Please inform your instructor if you will be late for a live session and enter the classroom with minimal disruption. ● Repeated lateness will impact your class participation grade. ● If you miss 20% or more of combined synchronous and asynchronous work you will automatically receive a non-passing grade. If you have legitimate reasons for missing class, you may be asked to provide supportive documentation. This is particularly relevant when related to medical/mental health illness or military service obligations. ● More than one absence will influence the evaluation of a student’s performance and grade. ● Students are expected to let their faculty know when they are unable to be in class. It is your responsibility to make up any missed work. Consult your instructor if there are opportunities to recover some class participation points related to absence. Please note, even if your absence is excused, you will not earn class participation points. You cannot earn points for a class in which you were absent for any reason. ● Refrain from texting during class and using computers for non-class-related activities (e.g., checking Facebook, emailing) ● Chat pods are only to be used for reporting technology difficulties, and not for side conversations unless otherwise indicated by the instructor. If it cannot be said to the group as a whole, it should not be said.

ASYNCHRONOUS WORK

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Students are expected to complete and submit all asynchronous work in advance of the weekly live session. Submission of asynchronous course work constitutes a portion of each student’s class participation grade.

Grading Policy: Evaluation of students’ performance is based on the following: Your classes are divided into two components: (1) asynchronous coursework and (2) live session attendance and participation. Your weekly class participation grade is determined in the following manner:

Out of 100%, the asynchronous coursework is worth 40% of your weekly class participation grade, and live session attendance and participation accounts for 40%. (Your instructor consultation is worth the remaining 20% of your participation grade.) Your weekly participation grade is dependent upon three factors: the quality of your course work, whether it is submitted according to the specifications of the syllabus or your live session instructor, and attendance at live sessions. Each instructor will let you know his or her guidelines for live session participation. If you are absent from a live session, whether excused or otherwise, you will not receive credit for an absence. If you are more than 10 minutes late to a live session, or leave early without consulting your instructor, you may receive deductions from your weekly class participation grade as well.

Students are responsible for class preparation (readings) and participation (discussion and exercises). Students are expected to demonstrate their knowledge of the readings through participation in class discussions and in all written assignments.
Grading of students’ performance will be based on:

Class Attendance, Participation and Instructor Consultation 15% Assignment #1: Setting-the-Stage Paper 10%

Assignment #2 : Social Action Advocacy Plan: Issues and Background 25% Assignment #3: Social Action Reflection Paper 10% Assignment #4: Mock Testimony: both oral and written 15% Assignment #5: Final Social Action Advocacy Plan 25%

See below for the SSW Grading Scale. For further information on the school’s Grading Policy, please refer to the SSW Student Handbook.
Grading Scale:

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Letter Grade
GPA equivalent

100 point scale equivalent
A 4.0 100-94 A- 3.67 93-90
B+ 3.33 89-87
B 3.0 86-84 B- 2.67 83-80
C+ 2.33 79-77
C 2.00 76-74 C- 1.67 73-70
D+ 1.33 69-68
D 1 67-64 D- .67 63-60 F 0 59 or below

Grade Grievance Policy and Procedure. PLEASE NOTE: School policy does not allow the final to be rewritten.

Please refer to the SSW policy on grade grievances of final grades.

ONLINE ETIQUETTE All students are expected to demonstrate the same professional behavior and mutual respect for teachers and colleagues in the online environment as they would demonstrate face-to-face. The expected standards of behavior for interacting with others online are generally referred to as “netiquette.” Netiquette is addressed in Foundations, and there are a wide variety of resources available on the Internet. Some general guidelines:

● Respect confidentiality. To facilitate shared communication in a teaching and learning environment and to respect privacy, refrain from disclosing private information. ● Adhere to standards of behavior. Be polite, sincere, and respectful of others. Avoid gossiping about others online. ● Make yourself look good online. Proof for grammatical and spelling errors. Format e-mails for easy responses. Refrain from including content of e-mail in the subject line.

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Portray the image of an advanced degree student. Avoid sending flaming messages (“Flaming,” means to send an angry, hostile or abusive electronic message). ● Cite properly. Attribute the materials and ideas of others, whether spoken or written. ● Be careful when expressing with emotion. When using bold typeface or capital letters, be mindful of how this may be received. ● Read messages prior to sending (e-mail or chat). Consider their overall reception and impact. ● Help keep “flames” under control. Use appropriate language online. If others “flame,” refrain from making inappropriate comments. ● Show respect for your colleagues and for dialogue among classmates. ● Share expert knowledge. Be willing to share your expertise.

Statement on Disabilities Students who wish to receive academic accommodations for this course must first register due to a documented diagnosis/disability with the Office of Accessibility Services (OAS). The most commonly requested accommodations are extended time for testing and use of the OAS Testing Center. OAS will provide eligible/registered students with an Academic Accommodations Authorization form to share with each instructor to confirm the student’s authorized accommodations. The OAS is located on the 1st floor of Lefavour Hall in the Center for Student Success and is open from 8:30 am to 4:30 pm Monday through Friday. For more information about the services and accommodations available through the Office of Accessibility Services please, review the following link: simmons.edu/access.

Writing Center The Writing Center offers one-on-one tutoring, workshops and presentations designed to strengthen students’ academic reading, writing, critical thinking and research skills. The Center works with faculty across schools and programs to address students’ academic and discipline-specific writing needs. The Writing Center is located in Beatley Library.

Library Resources Anastasia Collins and other library staff are available to assist you with using the

College Library resources on-line and on-campus, including assistance with how to search for professional and scholarly literature for your papers.

Citations for References Used in Written Work.

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APA guidelines will affect your grade. We recommend that students purchase the APA Manual; however, it is also on reserve in the Beatley Library. If you have any questions about what should be cited or how to format the citation, please contact your instructor or the librarian. You can also refer to: http://www.apastyle.org/elecref.html or http://owl.english.purdue.edu/owl/section/2/10/ .

Statement on Plagiarism Plagiarizing is defined as intentionally or unintentionally using someone else’s words or thoughts without giving proper credit. When a source is not cited, it is assumed that the words, thoughts and ideas are the sole product of the student. When a student uses material from another source, the extent and nature of the borrowing must, to avoid the charge of dishonesty, be fully and explicitly noted in the text or footnotes. Direct quotations must be differentiated from the text by using quotation marks or by indenting or single-spacing and must be accompanied by appropriate APA citation. It is the responsibility of the student to learn the proper forms of citation. The use of papers or other work obtained from commercial or other services is a clear case of plagiarism and is specifically prohibited. Handing in as one’s own work a paper on which a student has received extensive help without acknowledging that help is plagiarism. Students who – for whatever reason – submit work not their own are subject to disciplinary action.

HIPAA Guidelines/Client Confidentiality All social workers are required to adhere to HIPAA (Health Insurance Portability and Accountability Act of 1996, Public Law 104-191) regulations regarding the privacy of client information outside of the agency setting. Confidentiality must be strictly maintained when discussing clients in the classroom and writing about clients in course assignments. Ensuring client confidentiality includes not stating the name of the agency, the actual name or initials of clients and/or the actual dates of services. For example, you would use “community health center” and not “Fenway Health Center” or “Upham’s Corner Health Center,” etc.; “urban public school” and not “Tobin Elementary School;” “larger urban teaching hospital” and not “Mass General.” In terms of dates, use terms such as “past Fall” and not “October 2010” or “presenting complaint began about eight years ago when client was 10” and not “2002.”

Title IX and the Simmons College Gender-Based Misconduct Policy

Title IX Federal law states that all students have the right to gain an education free of gender-based discrimination. Some examples of gender-based discrimination, as defined by this law include sexual harassment or exploitation, sexual assault, domestic/dating violence, and stalking. In compliance with Title IX, Simmons College has a ‘Gender-Based Misconduct Policy’ which defines these forms of misconduct, outlines College protocol and procedures for investigating and addressing incidences of gender-based discrimination, highlights interim safety measures, and identifies both on and off-campus resources. The policy and a list of resources is located here: https://internal.simmons.edu/students/general-information/title-ix/gender-based-misconduct-poli cy-for-students-faculty-staff-and-visitors. Additionally, the Gender-Based Misconduct Policy has

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a Consensual Relationships clause that prohibits intimate, romantic or sexual relationships between students, faculty, staff, contract employees of the College, teacher’s assistants, and supervisors at internship/field placement sites.

Simmons College encourages all community members to report incidences of gender-based misconduct. If you or someone you know in our campus community would like to receive support or report an incident of gender-based discrimination, please contact any of the following:

Simmons College Title IX Coordinator, Gretchen Groggel Ralston (for faculty/staff concerns): Office Location: THCS Office, Room C-210 /

Simmons College Deputy Title IX Coordinators (for student concerns):

Nancy Nienhuis, Associate Dean Office Location: Office of Student Life, C-115/

Catherine Paden, Associate Provost and Dean of the UG Program Office Location: Provost’s Office, C-219/

Associate Dean of Student Life and Title IX Representative: Gretchen Groggel Ralston Office Location: Student Life in room C-211 /

Coordinator of Simmons Violence Prevention and Educational Outreach Program, Gina Capra: Office Location: Room W-003 / Phone Number:

Simmons College Public Safety Office Location: Lobby of the Palace Road Building.
INTELLECTUAL PROPERTY Simmons students are not permitted to copy, upload, post, sell or otherwise share course materials from Simmons College courses through online services– which includes (1) tests, syllabi, exercises and other intellectual property developed or created by the instructor and/or the College; and (2) lectures by instructors and/or notes based on those lectures. Such online services include but are not limited to Coursehero, Luvo and OneClass.

Enrolling in a course at Simmons gives you permission to use such course materials for the purposes of participating in the class: listening to lectures, engaging in class discussions, reading the materials, taking notes on them, discussing them with classmates, and completing tests and assignments. It does not give you the right to post course materials, developed by a Simmons instructor and/or by the College.

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instructors’ lectures. Unauthorized copying, distribution or sharing of course materials developed by Simmons instructors and/or the College, including lecture notes, is a violation of both the Simmons Honor Code and the federal Copyright Act.

SIMMONS SCHOOL OF SOCIAL WORK POLICY ON OBSERVANCE OF RELIGIOUS HOLIDAYS If the College is holding classes during your religious observance, please alert your instructor in advance. Your instructor will work with you to make up missed work. Please refer to the SW@S Student Policy Handbook and Program Information for further clarification of school policies regarding observance of religious holidays.

Note that the syllabus is not a contract. The instructor reserves the right to alter the course requirements and/or assignments based on new materials, class discussions or other legitimate pedagogical objectives.

ASSIGNMENTS
Instructor Consultation You must schedule an in-person, 15-minute consultation with your section instructor before the week 3 live session. The meeting may take place via phone call or Zoom. Your section instructor will communicate his or her availability and preferred meeting format. This consultation with your section instructor must happen before the Week 4 live session. At least 24 hours prior to your scheduled consultation with your section instructor, please upload a document including:
● An explanation of your chosen topic/issue of interest and why you are selecting it ● A description and link to a relevant event that you plan to attend during the term
Ensure that the name of your submitted file follows this naming convention: Last name_First name_Instructor Consultation Sample file name: Audette_Kathryn_Instructor Consultation

Assignment #1: Setting the Stage

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Due Week 3
Part 1: You are to research information on your members of Congress in both the U.S. House and the U.S. Senate and your state senator and state representative. You can retrieve this information from the following websites:

● The secretary of state’s office where you live, for example, in Massachusetts it is www.wheredoivotema.com ● The website for state government where you live, for example, in Massachusetts it is www.mass.gov/legis ● The library of the U.S. Congress: www.thomas.gov ● The U.S. House of Representatives: www.house.gov ● The U.S. Senate: www.senate.gov
Next, answer the following questions by writing a double-spaced paper that is no longer than four pages. Please include in the paper the name of your city/town and the zip code.

1. What are the names and political parties of your U.S. senators, U.S. representative?

2. What is your federal legislative voting district?

3. Identify all committees that your US Senators and Representative belong o and whether they are in positions of leadership and what those positions of leadership are.

4. What are the names and political parties of your elected officials in your state legislature, general court, or state assembly?

5. Identify all the committees that your elected officials in your state legislature, general court or state assembly belong to, whether they are in positions of leadership within those committees and what those positions of leadership are.

6. Does your state have a unicameral or bicameral state legislature?

7. How many legislators are in your state’s legislature?

8. How long is your state’s legislative session?

9. Is your state legislature full time or part time?

10.What is the political party breakdown of your state legislature?

11.Contact the office of ONE of your elected officials to find information about one or two top priority bills or issues that they are working on.

12.What is your position on these issues/bills? Why?

13.Are these bills and the social issue they are trying to solve in line with social work ethics and values?
Part 2: Go to the National Association of Social Workers (NASW) website (www.socialworkers.org) or the NASW Chapter website for the state in which you live and search for the legislative agenda and/or other events that are politically or socially conscious. Write one page, double-spaced about one issue that NASW is working on that is of interest to you and why.

Assignment #2: Social Action Advocacy Plan:

Issues and Background Due Week 8 I. Community Needs, Gaps in Services;

A. Introduce the community, population, or problem of focus. · Discuss community and/or client/consumer needs as related to the problem of focus.

B. Discuss gaps in services and/or thinking that contribute to those needs going unmet

C. Describe impact of these gaps on community, client or consumer – universally as well as for specific groups

D. Describe how you learned about these needs/gaps (e.g., lived or professional experience, anecdotal or empirical evidence, conversations with stakeholders) II. Formal and Informal Policies that influence issues/concerns

A. Describe current formal, informal, or alternative policies that may be affecting issues/concerns · Briefly describe expected impact of policies · Highlight current or recent critiques of existing policies

B. Describe any differential application of these policies indicating issues of discrimination, oppression or marginalization · Discuss recent or current efforts to address these issues

C. Discuss historical roots or context in social work relevant to the social issue you have identified and the presence or absence of a commitment to social change through advocacy at multiple levels III. Theories/theoretical perspectives that inform understanding of issues or strategies of change

A. Briefly present relevant theories and supporting grey literature

B. Discuss how theories can help explain the issues under consideration

C. Discuss how theories inform social action efforts IV. Research/empirical Evidence Discuss findings from at least 6 empirical studies (e.g., large scale studies, epidemiological research, small-scale exploratory studies, evaluations) that may offer information to inform current efforts to address the problem V. Barriers and Facilitating factors A. Identify key stakeholders in effecting change · Identify at least 3 potential allies in your effort. Why would they be selected as allies? · What would you ask them to bring to the table? What would their role be? B. Identify barriers and professors to change.

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· Identify any potential opposition to your effort. How might they hinder your proposed efforts? · What is your contingency plan to manage them? C. Highlight potential strategies or resources that may address potential barriers VI. Proposed Social Action Plan Considering what you learned thus far, briefly discuss your initial thinking about what sort of social action or organizational change effort you might propose.
Paper length is 4-6 pages. Use appropriate APA format for citations & references.

Assignment #3: Social Action Reflection Paper Due no later than Week 12 (Per the discretion of the instructor.)

Please write a three- to four-page, double-spaced reflection paper based on your experience taking part in a social action activity/event. There is not one specific definition of a social action event. We urge students to attend a meeting/event that is focused on advocacy or planning for advocacy specifically. Students in the past have attended the following types of events/meetings: legislative hearings, legislative lobby days. local political party meetings,, advocacy organization legislative agenda meetings, town halls, etc.

1. What activity did you attend and why did you select this event? 2. Were the ethics and values of the social work profession inherent and expressed in the event? 3. Did you identify as a professional social work student in interactions with those taking part in the event? a. How were you received? b. Were other social workers there? c. If you did not identify yourself as a professional social work student, why not? 4. Based on your knowledge of human behavior and the social environment what did you observe about others in attendance at the event? 5. How would you evaluate the overall event and your personal experience? a. Would you attend another similar event in the future? 6. Along with your paper please provide an artifact from the event. This could be a brochure, photograph, program, or some other article that will serve as your documentation of having attended a social action event.

This assignment is due no later than week 12. For students needing accommodations for events occurring in week 13 or 14 please speak with your professor to discuss alternative options for this assignment or accommodations in submitting the reflection paper.

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Assignment #4: I Have a Testimony Due Week 13 or 14 (Per the discretion of the instructor)

For this assignment, prepare a 3- to 5-minute mock testimony based on the issue you are focusing on for your midterm and final papers. Identify which committee, and on what level of government, would hold a hearing on this issue. Your professor and fellow classmates will serve as the mock committee that will respond with questions per testimony and provide feedback. Your position in support or opposition of the issue should be clearly stated and presented in a succinct manner.

A formal version of your written testimony (not your verbal remarks) will be handed in. This document should be a formal version of your verbal remarks and not a copy of your talking points. Refer back to your course texts on how to write a formal piece of legislative testimony. Written testimony will be due in week 12, 13 or 14. The decision on the specific week when written testimony will be due is at the discretion of the course professor.

Assignment #5: Final Social Action Advocacy Plan Due Week 13

A comprehensive advocacy plan should include the integration of concepts and readings from throughout the course including legislative advocacy, community organizing and agency based advocacy. The advocacy plan that you submit should address the following questions, building upon the research you did for your midterm and incorporating the comments from your instructor.

I. Social Action Plan: A. Describe the issue that you are proposing to address and the goals of your Social Action Plan B. Integrate how the NASW Code of Ethics informs your Social Action Plan C. Present the rationale for the plan, incorporating appropriate support from the literature (e.g., peer-reviewed journals, texts, and grey literature) II. Stakeholders A. Identify key stakeholders · Identify who the key leaders and opinion makers are in the area you are proposing to change. B. Present a stakeholder analysis that explores power differentials · Who might be your biggest champion? · Who might be your biggest opponent? · Describe the power structure within the arena you are trying to change. How that might impact your strategy? III. Social Action Partners

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A. Identify at least 3 potential allies in your proposed effort. · Why would you select them as allies? · What would you ask them to ‘bring to the table’? · What would their roles be? · Discuss the benefits and disadvantages of each of these allies B. Highlight what information, updates or training these Social Action partners would need C. Identify potential opposition to your effort. How might they hinder your efforts? What is your contingency plan to ‘manage’ them? D. Discuss the anticipated challenges of working with a coalition IV. Specific Social Action Plan Steps & Feasibility Considerations A. Present with detail the specific Social Action Plan steps or areas of change you intend to take, noting how they are applied at the micro, mezzo, and/or macro level · Create a timeline of action for your social action plan and discuss why you selected the focus [targets] for your social action plan, specific action [or ‘to do’] items, and the timeframe for executing those actions B. Highlight feasibility issues (including resources, funding, timing) and indicate how these would be addressed C. Identify your role as change agent. How would you guide this effort and what is your rationale for this role? D. Describe your own social/professional/personal location and the sources of your political/social capital as they relate to your plan V. Differential Impacts that may affect Stakeholders A. Discuss anticipated outcomes of your social action plan, if it were implemented. B. Would the anticipated outcomes be consistent across all individuals, groups or communities? Briefly discuss what differential impacts there may be, should your social action plan be implemented. VI. Social, Economic, environmental Justice A. Discuss how the proposed social action effort addresses social, economic and/or environmental justice VII. Proposed Evaluation of Social Action Effort A. Reflecting on the goals of your Social Action Plan, discuss: · What efforts, activities, or outcomes are you proposing to evaluate? (What does success look like? Or How would you be defining success?) · What would be the three key messages reflected in your proposed effort? B. Discuss the rationale for selecting this evaluation focus and plan, the resources needed, and its feasibility C. How would you continue to monitor/evaluate the proposed Social Action effort? VIII. Reflection

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A. Discuss how this assignment has contributed to the development of your identity as a change agent and/or social work leader or contributor B. Discuss the importance of advocacy and social action to enhance rights, benefits, and services for individuals, families or communities that are oppressed or marginalized C. Discuss what you will do next to advance the work of this social action plan Paper length is 10-12 pages. Use appropriate APA format for citations & references.

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COURSE OUTLINE

CLASS 1 Setting the State for Change Introductions, getting acquainted, overview of course, and expectations.

Objectives/Agenda: 1. Overview of the course, syllabus, and assignments. 2. Clarify values of students and of the profession. 3. Explore integrations of advocacy into practice. 4. Comparative analysis of social work assumptions vs. societal assumptions. 5. Understand the importance of the ethic of care in advocacy practice. 6. Understanding the similarities between generalist micro and macro practice. Required Reading: (D) Cummins, L. K., Byers, K. V., & Pedrick, L. (2011). Policy practice for workers: New strategies for a new era . Allyn & Bacon. ● Chapter 1: Defining policy practice and social work. ● Chapter 2: History of policy practice in social work.
(T) Hoefer, R. (2016). Advocacy practice for social justice . Chicago, IL: Lyceum Books. ● Chapter 2: Social justice and advocacy practice.

Recommended Reading: (T) Ezell, M. (2001). Advocacy in the human services . Brooks/Cole (Thomson Learning). ● Chapter 2: Understanding advocacy. ● Chapter 3: The ethics of advocacy.

(E) Kush, C. (2004). The one-hour activist. San Francisco, CA: Jossey/Bass. ● Action 1: Learn how grassroots advocacy works. ● Action 2: Pick your issues and your angle. ● Action 3: Identify your representatives. http://library.simmons.edu/record=b2107756~S0
CLASS 2 Identifying Needs of Oppressed Client Groups and Theories of Social Action Objectives/Agenda: 1. Discuss the target/agent identify framework as it pertains to advocacy. 2. Discuss various ways to fully understand a policy or social issue. 3. Recognize the applicability of theoretical frames to social action practice. 4. Discuss strategies to identify the needs of oppressed client groups. 5. Discuss the role of institutional racism in policy formation and change.
Required Reading:

SWO-590 Advocacy And Social Action for Professional Social Workers 21
(D) Cummins, L. K., Byers, K. V., & Pedrick, L. (2011). Policy practice for workers: New strategies for a new era . Allyn & Bacon. ● Chapter 9: Social problems and policy analysis: An ethic of care approach.
(T) Hoefer, R. (2016). Advocacy practice for social justice . Chicago, IL: Lyceum Books. ● Chapter 4: Understanding the issue.
(E) Inglehart, R. and Norris, P. (July 29, 2016). Trump, Brexit, and the rise of populism: Economic have-nots and cultural backlash. HKS Working Paper No. RWP16-026.
(T) Rocha, C. J. (2007). Essentials of social work policy practice. Wiley. ● Chapter 1: Introduction to community-based policy practice.
(W) Social Work Policy Institute (2014). Achieving racial equity: Calling the social work profession to action . Washington, DC: National Association of Social Workers. http://www.antiracistalliance.com/SWPIRacialEquityReport.pdf

Recommended Reading: (E) Bowes, A., & Sim, D. (2006). Advocacy for black and minority ethnic communities: Understandings and expectations. British Journal of Social Work, 36 , 1209–1225. http://ezproxy.simmons.edu:2048/login?url=https://search.ebscohost.com/login.aspx?direct=true&db =sih&AN=23284114&site=eds-live&scope=site
(E) Staples, L. (2004). Roots to power: A manual for grassroots organizing (2nd ed.). Westport, CT: Praeger Press. ● Chapter 3: Organizing models and methods (pp. 47–99). ● Chapter 4: Analyze, strategize, and datalyze (pp. 99–141). http://library.simmons.edu/record=b2107707~S0

CLASS 3 Introduction to Advocacy
Objectives/Agenda: 1. Review the NASW Code of Ethics and how it guides the social work profession in advocacy practice. 2. Discover resources for the course and beyond, such as Social Work Speaks. 3. Discuss the importance of advocacy practice for professional social workers. Required Reading:
(W) National Association of Black Social Workers. Code of ethics . Retrieved from https://www.nabsw.org/page/CodeofEthics.
(W) United Nations. The universal declaration of human rights . Retrieved from http://www.un.org/en/documents/udhr/

SWO-590 Advocacy And Social Action for Professional Social Workers 22

Social Work Speaks. NASW policy statements 2015–2017 (10th ed.). (Search using WorldCat to see if this is available in a library near you. See instructions below.)
(T) Hoefer, R. (2016). Advocacy practice for social justice . Chicago, IL: Lyceum Books. ● Chapter 1: The unified model and advocacy practice. ● Chapter 3: Getting involved. ● Chapter 11: Integrating advocacy practice into your social work practice.
(D) Specht, H., & Courtney, M. (1994). Unfaithful angels: How social work has abandoned its mission . ● Chapter 5: The movement of social work into private practice. New York, NY: The Free Press. (E) Swenson, C. R. (1998). Clinical social work’s contribution to a social justice perspective. Social Work, 43 , 527–537. http://ezproxy.simmons.edu:2048/login?url=https://search.ebscohost.com/login.aspx?direct=true&db =ccm&AN=1999038867&site=eds-live&scope=site

Recommended Reading: (W) National Association of Social Workers (1999). Code of ethics . Washington, DC. Retrieved from https://www.socialworkers.org/About/Ethics/Code-of-Ethics
(E) McLaughlin, A. M. (2009.) Clinical social workers: Advocates for social justice. Advances in Social Work, 10 (1), 51–68. http://ezproxy.simmons.edu:2048/login?url=https://search.ebscohost.com/login.aspx?direct=true&db =sih&AN=48407165&site=eds-live&scope=site

Here are the steps to use WorldCat to find a book in a library near you:
1. Go to WorldCat through Browse Databases on the Simmons Library homepage. 2. Search using the book title. 3. From the results list, click on the book title (and make sure it’s the edition you’re looking for!) 4. Scroll down and click on the “+” next to Worldcat underneath Find a copy in a library. 5. Enter your zip code and click Find libraries.
You’re now looking at a list of libraries that have a copy of the book you’re looking for. (Check with the individual library on their borrowing and access policies.)

SWO-590 Advocacy And Social Action for Professional Social Workers 23
CLASS 4 The Role of Government in Policy Development and Legislative Action, Part 1 Objectives/Agenda: 1. Learn the formal legislative process: laws, budgets, and regulations using the Commonwealth of Massachusetts as a case study. 2. Understand informal means by which policy is made. 3. Assess how power and influence affects legislative process. 4. Recognize ethical issues in legislative advocacy. 5. Develop beginning mastery of lobbying skills. 6. Understanding planning, communication, and technology use in advocacy.
Required Reading: (D) Cummins, L. K., Byers, K. V., & Pedrick, L. (2011). Policy practice for workers: New strategies for a new era . Allyn & Bacon. ● Chapter 4: The forces that move and shape policy work.
(T) Hoefer, R. (2016). Advocacy practice for social justice . Chicago, IL: Lyceum Books. ● Chapter 5: Planning in advocacy practice.
(T) Rocha, C. J. (2007). Essentials of social work policy practice. Wiley. ● Chapter 8: Essentials of legislative policy practice.

CLASS 5 The Role of Government in Policy Development and Legislative Action, Part 2 Objectives/Agenda: 1. Learn the formal legislative process: laws, budgets, and regulations. 2. Understand informal means by which policy is made. 3. Assess how power and influence affects legislative process. 4. Recognize ethical issues in legislative advocacy. 5. Develop beginning mastery of lobbying skills. 6. Understanding planning, communication, and technology use in advocacy.
Required Reading: (D) Ezell, M. (2001). Advocacy in the human services . Brooks/Cole (Thomson Learning). ● Chapter 5: Legislative advocacy.

(T) Hoefer, R. (2005). Altering state policy: Interest group effectiveness among state-level advocacy groups. Social Work, 50 (3), 219–227.
Recommended Reading: (E) Linhorst, D. M. (2002). Federalism and social justice: Implications for social work. Social Work, 47 (3), 201– 208. http://ezproxy.simmons.edu:2048/login?url=https://search.ebscohost.com/login.aspx?direct=true&db =edsjsr&AN=edsjsr.23717981&site=eds-live&scope=site

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(T) Meredith, J. (2000). Lobbying on a shoestring: Massachusetts continuing legal education (3rd ed.). ● Chapter 2: Life in the legislative arena. ● Chapter 3: Drafting and filing the bill. ● Chapter 4: Committees and committee meetings.

CLASS 6 Principles of Community-Based Advocacy and Change
Objectives/Agenda: 1. Develop skills of community assessment. 2. Become conversant with principles of community development and organizing. 3. Understand issues of mission, formal and informal structures, power, and influence in communities. 4. Understand theories of organizational change.
Required Reading:
(E) Hardcastle, D. A., & Powers, P. R. (2004). Community practice: Theories and skills for social workers. New York, NY: Oxford University Press. ● Chapter 13: Using organizing: Acting in concert. http://library.simmons.edu/record=b1857290~S0
(D) Kaye, G. (1997). The six r’s of participation. In M. Minkler (Ed.), Community organizing and community building for health (pp. 372–373). New Brunswick: NJ: Rutgers University Press.

(E) Mizrahi, T., & Rosenthal, B. (2001). Complexities of coalition building: Leaders’ successes, strategies, struggles, and solutions. Social Work, 46 (1), 63–78. http://ezproxy.simmons.edu:2048/login?url=https://search.ebscohost.com/login.aspx?direct=true&db =ccm&AN=2001050582&site=eds-live&scope=site
(T) Rocha, C. J. (2007). Essentials of social work policy practice. Wiley. ● Chapter 7: Essentials of community-based policy practice.
(E) Staples, L. (2004). Roots to power: A manual for grassroots organizing. Westport, CT: Praeger Press. ● Chapter 1: Power to the people (pp. 1–20). ● Chapter 4: Analyze, strategize, and catalyze (pp. 99–137). http://library.simmons.edu/record=b2107707~S0
(E) Sarah Stachowiak, S. (2013, October). Pathways to change: 10 theories to inform advocacy and policy change. ORS Impact Brief. Retrieved from: http://orsimpact.com/resources/pathways-for-change-10-theories-to-inform-advocacy-and -policy-change-efforts-2013-2/

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Recommended Reading: (T) Ezell, M. (2001). Advocacy in the human services . Brooks/Cole (Thomson Learning). ● Chapter 7: Community advocacy.

CLASS 7 Principles of Agency-Based Advocacy and Change
Objectives/Agenda: 1. Learn theories of community organizing and agency-based advocacy. 2. Understand issues of mission, formal and informal structures, power, and influence in organizations. 3. Develop skills in assessment of organizations.
Required Reading: (E) Hardcastle, D. A., & Powers, P. R. (2004). Using your agency. In Community practice: Theories and skills for social workers . New York, NY: Oxford University Press. http://library.simmons.edu/record=b1857290~S0
(T) Rocha, C. J. (2007). Essentials of social work policy practice. Wiley. ● Chapter 9: Monitoring the bureaucracy and creating change Within organizations.
(D) Schneider, R. L., & Lester, L. (2001). Social work advocacy: A new framework for action . Belmont, CA: Brooks/Cole. ● Chapter 8: Administrative advocacy.

CLASS 8 Political Advocacy and the Role of Social Workers
Objective/Agenda: 1. Explore the political process and points of entry for social workers. 2. Role of unions in social work agencies and political advocacy. 3. Understand predictors of social workers’ involvement in political advocacy. 4. Learn when, where, and how political advocacy and legislative advocacy intersect.
Required Reading: (D) Alexander, C. (1982). Professional social workers and political responsibility. In M. Mahaffey & J. Hanks (Eds.), Practical politics: Social work and political responsibility (pp. 15–31). Silver Spring, MD: National Association of Social Workers.
(D) Cummins, L. K., Byers, K. V., & Pedrick, L. (2011). Policy practice for workers: New strategies for a new era . Allyn & Bacon. ● Chapter 3: The politics of policy practice.

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(E) Ritter, J. A. (2008). A national study predicting licensed social workers’ levels of political participation: The role of resources, psychological engagement, and recruitment networks. Social Work, 53 (4), 347–356. http://ezproxy.simmons.edu:2048/login?url=https://search.ebscohost.com/login.aspx?direct=true&db =ccm&AN=2010061379&site=eds-live&scope=site
(E) Simmons, L. (2004). Community-labor coalitions. In L. Staples (Ed.), Roots to power: A manual for grassroots organizing (2nd ed.) (pp. 302–309). Westport, CT: Praeger Press.
CLASS 9 Evaluating and Monitoring Change Objectives/Agenda: 1. Discuss the regulatory process that follows the successful passage of legislation. 2. Learn the importance of evaluating advocacy and ongoing monitoring. 3. Develop an understanding of the implementation of policy changes and changes within organizations.
Required Reading: (D) Cummins, L. K., Byers, K. V., & Pedrick, L. (2011). Policy practice for workers: New strategies for a new era . Allyn & Bacon. ● Chapter 13: Evaluating policy implementation and outcomes.
(D) DiNitto, D. M. (2000). Implementing and evaluating social welfare policy: What happens after a law is passed. In Social welfare: Politics and public policy (Chapter 12, pp. 407–432). Boston, MA: Allyn & Bacon.
(T) Hoefer, R. (2016). Advocacy practice for social justice . Chicago, IL: Lyceum Books. ● Chapter 9: Evaluating advocacy. ● Chapter 10: Ongoing monitoring.
Recommended Reading: (T) Meredith, J. (2000). Lobbying on a shoestring: Massachusetts continuing legal education (3rd ed.). ● Chapter 9: Implementation blues.
(T) Rocha, C. J. (2007). Essentials of social work policy practice . Wiley. ● Chapter 9: Monitoring the bureaucracy and creating change within organizations.

CLASS 10 Economic Justice and Budget Advocacy
Objectives/Agenda: 1. Utilize the Massachusetts State Budget as a case study for advocacy. 2. Delineate differences between state and federal budgets. 3. Discuss resources to help explore state and federal budgets. 4. Review the importance of social workers advocating for economic justice.

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Required Reading: (D) Lewis, M. A., & Widerquist, K. (2002). Economics for social workers . Columbia University Press. ● Chapter 9: The economics of poverty.
(D) Meredith, J. (2000). Lobbying on a shoestring: Massachusetts continuing legal education (3rd ed.). ● Chapter 7: The Committees on Ways and Means and the state budget.

(E) Paquin, G. (1998). The federal budget process: Necessary knowledge for social policy education and practice. Journal of Social Work Education, 34 (3), 401–413. http://ezproxy.simmons.edu:2048/login?url=https://search.ebscohost.com/login.aspx?direct=true&db =edsjsr&AN=edsjsr.23043392&site=eds-live&scope=site

CLASS 11 Managing Your Message
Objectives/Agenda: 1. Increase understanding of how to effectively present information to elected officials, affected constituents, and other key players. 2. Learn how to develop effective messages to win a campaign. 3. Develop an understanding of how the media and technology can be used in advocacy.
Required Reading: (D) Cummins, L. K., Byers, K. V., & Pedrick, L. (2011). Policy practice for workers: New strategies for a new era . Allyn & Bacon. ● Chapter 7: The media and public opinion in policy.
(T) Hoefer, R. (2016). Advocacy practice for social justice . Chicago, IL: Lyceum Books. ● Chapter 6: Advocating through negotiation and persuasion. ● Chapter 7: Presenting your information effectively. ● Chapter 8: Electronic advocacy.
(D) Lakoff, G. (2004). Framing 101: How to take back public discourse. In Don’t think of an elephant: Know your values and frame the debate (pp. 3-24). VT: Chelsea Green.
(T) Rocha, C. J. (2007). Essentials of social work policy practice. Wiley. ● Chapter 3: Essentials of effective interpersonal communication and participation. ● Chapter 4: Communicating with the public through the media. ● Chapter 5: Utilizing technology in policy practice.

Recommended Reading: (T) Meredith, J. (2000). Lobbying on a shoestring: Massachusetts continuing legal education (3rd ed.). ● Chapter 8: Using the media in a legislative campaign.

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(E) Roberts-DeGennaro, M. (2004). Using technology for grassroots organizing. In L. Staples (Ed.), Roots to power: A manual for grassroots organizing (2nd ed.) (pp. 270–272). Westport, CT: Praeger Press.
(E) Weltman, E. (2004). Media relations. In L. Staples (Ed.), Roots to power: A manual for grassroots organizing (2nd ed.) (pp. 264–270). Westport, CT: Praeger Press.
CLASS 12 Pre-Wrap-Up Session Objectives/Agenda: 1. Finalize preparation to give mock testimonies before mock committees in the live session. 2. Students should continue to work on the final paper and the Social Action Reflection Paper (if not yet completed).

Required Readings: (E) Kush, C. (2004). The one-hour activist . San Francisco, CA: Jossey/Bass. ● Action 17: Testify at a public hearing. http://library.simmons.edu/record=b2107756~S0
(T) Rocha, C. J. (2007). Essentials of social work policy practice (pp. 140–143). Wiley.
(E) Kleinkauf, C. (1981). A guide to giving legislative testimony. Social Work , 26 (4), 297-303. http://ezproxy.simmons.edu:2048/login?url=https://search.ebscohost.com/login.aspx?direct=true&db =sih&AN=5272955&site=eds-live&scope=site

CLASS 13 Student Testimony, Part 1
Objectives/Agenda: 1. Completion of mock testimonies before mock committees. 2. Put the finishing touches on your final paper and the Social Action Reflection Paper (if not yet completed).

CLASS 14 Student Testimony, Part 2
Objectives/Agenda: 1. Plan for your social work role as an advocate and social activist. 2. Completion of mock testimonies before mock committees.

REVISION DATE: June 2019

SW590 ~ Midterm Assignment: Social Action Plan ~ Issues & Background Student Name Levels/Criteria Below Expectations Near Expectations Meets Expectations Exceeds Expectations
Comments
I. COMMUNITY NEEDS, GAPS IN SERVICES: A. Introduce and/or client/consumer needs as related to the problem of focus. 1. Discuss community and/or client/consumer needs as related to the problem of focus. B. Discuss gaps in services and/or thinking that contribute to those needs going unmet C. Describe impact of these gaps on community, client or consumer – universal as well as for specific groups

II. FORMAL & INFORMAL POLICIES THAT INFLUENCE ISSUES/CONCERNS: A. Describe current formal, informal, or alternative policies that may be affecting issues/concerns 1. Briefly describe expected impact of policies 2. Highlight current or recent critiques of existing policies B. Describe any differential application of these policies indicating issues of discrimination, oppression or marginalization 1. Discuss recent or current efforts to address these efforts C. Discuss historical roots or context in social work relevant to the social issue you have identified and the presence or absence of a commitment to social change through advocacy at multiple levels

III. THEORIES/THEORETICAL PERSPECTIVES THAT INFORM UNDERSTANDING OF ISSUES OR STRATEGIES OF CHANGE A. Briefly present relevant theories and supporting literature B. Discuss how theories contribute to the issues under consideration C. Discuss how theories inform social action efforts

Levels/Criteria Below Expectations
Near Expectations
Meets Expectations
Exceeds Expectations

Comments
IV. RESEARCH/EMPIRICAL EVIDENCE A. Discuss findings from at least 6 empirical studies (e.g., large scale studies, epidemiological research, best practices, small-scale exploratory studies, evaluations) that may offer information to inform current efforts to address the problem B. Highlight any limitations in this research/evaluation in terms of a universal focus on client/consumer populations or a narrower focus on particular groups

V. BARRIERS AND FACILITATING FACTORS A. Identify key stakeholders in effecting change 1. Identify at least 3 potential allies in your effort. Why would they be selected as allies? 2. What would you ask them to bring to the table? What would their roles be? B. Identify barriers and facilitators to change 1. Identify any potential opposition to your effort. How might they hinder your proposed efforts? 2. What is your contingency plan to manage them? C. Highlight potential strategies or resources that may address potential barriers

VI- PROPOSED SOCIAL ACTION PLAN Considering what you learned thus far, briefly discuss your initial thinking about what sort of social action or organizational change effort you might proposed.

OVERALL: Use of readings & other sources to support ideas
Few or no readings referenced
Inconsistently demonstrates use of course readings & other sources to support ideas
Consistently demonstrates use of course readings & other sources to support ideas
Demonstrates excellent use of course readings & other sources to support ideas

OVERALL: Paper organization Logical flow not present in most or all sections; linkage between sections not clear
Logical flow of ideas inconsistent within sections; linkage between sections not consistently clear
Flow of ideas logical in most sections; linkage between sections moderately clear
Logical flow of ideas; clear linkage between sections

OVERALL: Writing Mechanics Many spelling, grammatical, punctuation errors; sentences are incomplete; use of informal language or slang
Spelling, grammatical, punctuation errors; sentence structure often does not convey intended meaning
Few or no spelling grammatical, punctuation errors; sentence structure generally conveys meaning
No spelling, grammatical, punctuation errors; excellent sentence structure

OVERALL: Use of APA format; appropriate citations
Minimal use of APA citation of references; evidence of intentional plagiarism
Inconsistent use of APA citation of references
Some errors in APA citation of references
Accurate & consistent use of APA citation of references

GRADE:

SW590 Final Assignment ~ Social Action Plan: Proposed Effort Student name Levels/Criteria Below Expectations Near Expectations Meets Expectations Exceeds Expectations Comments
I. SOCIAL ACTION PLAN: A. Describe the issue that you are proposing to address and the goals of your Social Action Plan B. Integrate how the NASW Code of Ethics informs your Social Action Plan C. Present the rationale for the plan, incorporating appropriate support from the literature (e.g., peerrelated journals, texts, and grey literature.

II. STAKEHOLDERS: A. Identification of key stakeholders 1. Identify who the key leaders and opinion makes are in the area you are proposing to change B. Present a stakeholder analysis that explores power differentials 1. Who might be your biggest champion? 2. Who might be your biggest opponent? 3. Describe the power structure within the arena you are trying to change. How might that impact your strategy?

III. SOCIAL ACTION PARTNERS: A. Identify at least 3 potential allies in your proposed effort 1. Why would you select them as allies? 2. What would you ask them to ‘bring to the table’? 3. What would their roles be? 4. Discuss the benefits & disadvantages of each of these allies B. Highlight what information, updates or training these Social Action partners would need. C. Identify potential opposition to your effort. How might they hinder your efforts? What is your contingency plan to ‘manage’ them? D. Discuss the anticipated challenges of working with a coalition

IV. SPECIFIC SOCIAL ACTION PLAN STEPS & FEASIBILITY CONCERNS A. Present with detail the specific Social Action Plan steps or areas of change you intend to take, noting how they are applied at the micro, mezzo, and/or macro level 1. Create a timeline of action for your sa plan B. Highlight feasibility issues (including resources, funding, timing) & indicate how these would be addressed C. Identify your role as change agent. How would you guide this effort and what is your rationale for this role? D. Describe your own social/professional/personal location and the sources of your political/social capital as they relate to your plan

Levels/Criteria Below Expectations
Near Expectations
Meets Expectations
Exceeds Expectations
Comments
V. DIFFERENTIAL IMPACTS THAT MANY AFFECT STAKEHOLDERS A. Discuss anticipated outcomes of your social action plan, if it were implemented. B. Would the anticipated outcomes be consistent across all individuals, groups, or communities? Briefly discuss what differential impacts there may be, should your social action plan be implemented.

VI. SOCIAL, ECONOMIC, ENVIRONMENTAL JUSTICE A. Discuss how the proposed social action effort addresses social, economic, and/or environmental justice.

VII. PROPOSED EVALUATION OF SOCIAL ACTION EFFORT A. Reflecting on the goals of your Social Action Plan, discuss: 1. What efforts, activities, or outcomes are you proposing to evaluate? (What does success look like? How would you be defining success?) 2. What would be the three key messages reflected in your proposed effort? B. Discuss the rationale for selecting this evaluation focus and plan, the resource needed, and its feasibility C. How would you continue to monitor/evaluate the proposed Social Action effort?

VIII. REFLECTION A. Discuss how this assignment has contributed to the development of your identify as a change agent and/or social work leader or contributor B. Discuss the importance of advocacy and social action to enhance rights, benefits, and services for individuals, families or communities that are oppressed or marginalized C. Discuss what you will do next to advance the work of this social action plan.

• The paper does not approach advocacy from a perspective that uses a logical, scientific, and evidence-based or evidence-informed frameworks for analysis and synthesis toward a social action plan and proposed intervention.

• The proposed social action plan presented in this paper does not clearly reflect an approach that reflects the development, selection, and application of social action skills that address the political and social contexts with the goal of achieving social change

• The paper reflects a poor analysis of social welfare policy development from a social justice perspective which includes resource allocation decisions and gaps in services.

• The proposed social action plan reflects a poor understanding that social action and advocacy works within an ever-changing landscape within political
• The paper approaches advocacy from a perspective that uses in a minimal way logical, scientific, and evidence-based or evidence informed frameworks for analysis and synthesis toward a social action plan and proposed intervention.

• The proposed social action plan presented in this paper reflects a limited approach that reflects the development, selection, and application of social action skills that address the political and social contexts with the goal of achieving social change.

• The paper reflects a limited analysis of social welfare policy development from a social justice perspective which includes resource allocation decisions and gaps in services.

• The proposed social action plan reflects a limited understanding that social action and advocacy works within an ever-changing landscape within political
• The paper approaches advocacy from a perspective that uses in an adequate way logical, scientific, and evidence-based or evidence informed frameworks for analysis and synthesis toward a social action plan and proposed intervention.

• The proposed social action plan presented in this paper reflects an adequate approach that reflects the development, selection, and application of social action skills that address the political and social contexts with the goal of achieving social change.

• The paper reflects an adequate analysis of social welfare policy development from a social justice perspective which includes resource allocation decisions and gaps in services.

• The proposed social action plan reflects an adequate understanding that social action and advocacy works within an ever-changing landscape within political
• The paper approaches advocacy from a perspective that uses in a comprehensive way logical, scientific, and evidence-based or evidence informed frameworks for analysis and synthesis toward a social action plan and proposed intervention.

• The proposed social action plan presented in this paper reflects a comprehensive approach that reflects the development, selection, and application of social action skills that address the political and social contexts with the goal of achieving social change.

• The paper reflects a comprehensive analysis of social welfare policy development from a social justice perspective which includes resource allocation decisions and gaps in services.

• The proposed social action plan reflects a comprehensive understanding that social action and advocacy works within an ever-changing landscape within political

1 Knowledge, Value, Skills, Cognitive and Affective Processes (includes critical thinking, affective reactions, and exercise of judgment
NOTE: ASSIGNMENTS NOT SUBMITTED ARE RATED WITH A ZERO (0)

processes and governmental/organizational policies that affect the social, economic and environmental well-being of individuals, families, communities, and organizations, as well as social work practice itself

• Minimal to no references are provided.
processes and governmental/organizational policies that affect the social, economic and environmental well-being of individuals, families, communities, and organizations, as well as social work practice itself.

• Several references are included with correct APA format, but the total falls under the required number.
processes and governmental/organizational policies that affect the social, economic and environmental well-being of individuals, families, communities, and organizations, as well as social work practice itself.

• The references are correct in number and APA format, and they adequately support the author’s assertions.

• The references exceed the required number, are correct in APA format, and they fully support the author’s assertions.
Course Title & number: Social Work Evaluation SW590/FINAL Assignment: Social Action Plan Paper Ratings key 4. Exceeds Expectations: beyond expectations; high degree of competence and proficiency 3. Meets Expectations: solid, average, meets competency (minimum) 2. Near Expectations developing toward competency but work is barely passing or barely demonstrates competency (insufficient, uneven, or superficial understanding) 1. Below expectations: does not meet expectations; student not able to demonstrate basic level of understanding and proficiency 0. Assignment not submitted
Embedded Measure Rubric SW590

• Paper discussions reflect a poor understanding of the effect of historical and current social contexts in the life and lived experiences of individuals, families and communities who are oppressed or marginalized.

• The development of a social action plan presented in the paper represents a poor understanding of social justice principles.

• The paper does not emphasize the important role that advocacy and social action strategies have in enhancing rights, benefits, and services for individuals, families, or communities that are oppressed or marginalized that can be incorporated into practice behaviors and skills and applied at the micro, mezzo, and/or macro level.

• The proposed social action plan reflects a poor or minimal understanding of the social worker’s role as an agent of positive change through critical thinking skills in the areas of social,
• Paper discussions reflect a limited understanding of the effect of historical and current social contexts in the life and lived experiences of individuals, families and communities who are oppressed or marginalized.

• The development of a social action plan presented in the paper represents a limited understanding of social justice principles.

• The paper emphasizes in a limited way the important role that advocacy and social action strategies have in enhancing rights, benefits, and services for individuals, families, or communities that are oppressed or marginalized that can be incorporated into practice behaviors and skills and applied at the micro, mezzo, and/or macro level.

• The proposed social action plan reflects a limited understanding of the social worker’s role as an agent of positive change through critical thinking skills in the areas of social, distributive,
• Paper discussions reflect an adequate understanding of the effect of historical and current social contexts in the life and lived experiences of individuals, families and communities who are oppressed or marginalized.

• The development of a social action plan presented in the paper represents an adequate understanding of social justice principles.

• The paper adequately emphasizes the important role that advocacy and social action strategies have in enhancing rights, benefits, and services for individuals, families, or communities that are oppressed or marginalized that can be incorporated into practice behaviors and skills and applied at the micro, mezzo, and/or macro level.

• The proposed social action plan reflects an adequate understanding of the social worker’s role as an agent of positive change through critical thinking skills in the areas of social, distributive,
• Paper discussions reflect a thorough understanding of the effect of historical and current social contexts in the life and lived experiences of individuals, families, and communities who are oppressed or marginalized. • The development of a social action plan presented in the paper represents a thorough understanding of social justice principles.

• The paper strongly emphasizes the important role that advocacy and social action strategies have in enhancing rights, benefits, and services for individuals, families, or communities that are oppressed or marginalized that can be incorporated into practice behaviors and skills and applied at the micro, mezzo, and/or macro level.

• The proposed social action plan reflects a strong understanding of the social worker’s role as an agent of positive change through enhanced critical thinking skills in the areas of social,

1 Knowledge, Value, Skills, Cognitive and Affective Processes (includes critical thinking, affective reactions, and exercise of judgment distributive, political, environmental, and economic justice.

• Minimal to no references are provided.
political, environmental, and economic justice.

• Several references are included with correct APA format, but the total falls under the required number.

political, environmental, and economic justice.

• The references are correct in number and APA format, and they adequately support the author’s assertions.

distributive, political, environmental, and economic justice.

Competency Assigned competency
Dimension(s)1
Below Expectations (1)
Near Expectations (2)
Meets Expectations (3)
Exceeds Expectations (4)
C2: Engage Diversity and Difference in Practice Maps to the assignment at #1, 5, 6, 7, 8
Knowledge, Skills, Cognitive/ Affective

• Discussions about an understanding about diversity through multiple factors [including age, race, class color, culture, disability, ethnicity, gender, gender identity and expression, religion, national origin, political ideology, immigrant status, sex and sexual orientation], and how these diversities or differences can influence systems which in turn can affect oppression, poverty, marginalization, and alienation, and support privilege & power are not sufficiently considered throughout the paper.

• The development and design of a social action plan or effort presented in the paper reflects a poor understanding of the IMPACT of the intersectionality of racism, sexism, heterosexism, ageism, ableism, classism and/or other forms of oppression ON policies, human service organizations’ practices and approaches, and funding for services. • The paper demonstrates a poor understanding of the
• Discussions about an understanding about diversity through multiple factors [including age, race, class color, culture, disability, ethnicity, gender, gender identity and expression, religion, national origin, political ideology, immigrant status, sex and sexual orientation], and how these diversities or differences can influence systems which in turn can affect oppression, poverty, marginalization, and alienation, and support privilege & power are considered but in a limited way throughout the paper.

• The development and design of a social action plan or effort presented in the paper reflects a limited understanding of the IMPACT of the intersectionality of racism, sexism, heterosexism, ageism, ableism, classism and/or other forms of oppression ON policies, human service organizations’ practices and approaches, and funding for services. • The paper demonstrates a limited understanding of the professional ethical
• Discussions about an understanding about diversity through multiple factors [including age, race, class color, culture, disability, ethnicity, gender, gender identity and expression, religion, national origin, political ideology, immigrant status, sex and sexual orientation], and how these diversities or differences can influence systems which in turn can affect oppression, poverty, marginalization, and alienation, and support privilege & power are adequately considered throughout the paper.

• The development and design of a social action plan or effort presented in the paper adequately reflects an understanding of the IMPACT of the intersectionality of racism, sexism, heterosexism, ageism, ableism, classism and/or other forms of oppression ON policies, human service organizations’ practices and approaches, and funding for services.

• The paper demonstrates an adequate understanding of the professional ethical
• Discussions about an understanding about diversity through multiple factors [including age, race, class color, culture, disability, ethnicity, gender, gender identity and expression, religion, national origin, political ideology, immigrant status, sex and sexual orientation], and how these diversities or differences can influence systems which in turn can affect oppression, poverty, marginalization, and alienation, and support privilege & power are thoroughly considered throughout the paper.

• The development and design of a social action plan or effort presented in the paper reflects a clear understanding of the IMPACT of the intersectionality of racism, sexism, heterosexism, ageism, ableism, classism and/or other forms of oppression ON policies, human service organizations’ practices and approaches, and funding for services.

• The paper clearly demonstrates an understanding of the

1 Knowledge, Value, Skills, Cognitive and Affective Processes (includes critical thinking, affective reactions, and exercise of judgment.
NOTE: ASSIGNMENTS NOT SUBMITTED ARE RATED WITH A ZERO (0)

professional ethical responsibilities that social workers have in improving the quality of life, through social action and social justice, for individuals, families, and communities who are oppressed or marginalized.

• Minimal to no references are provided.
responsibilities that social workers have in improving the quality of life, through social action and social justice, for individuals, families, and communities who are oppressed or marginalized.

• Several references are included with correct APA format, but the total falls under the required number.

responsibilities that social workers have in improving the quality of life, through social action and social justice, for individuals, families, and communities who are oppressed or marginalized.

• The references are correct in number and APA format, and they adequately support the author’s assertions.

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