Department of Clinical Health Sciences Social Work Program SCWK 3329 Social Welfare: Policy and Advocacy I

Transcription

1 Page 1 of 15 Department of Clinical Health Sciences Social Work Program SCWK 3329 Social Welfare: Policy and Advocacy I Course Dates, Time, and Location Fall Semester, 2016: August 22, 2015 to December 08, 2016 Monday, Wednesday, Friday: 2:00 pm - 2:50 pm Sam Fore Hall, Room 210 Instructor Contact Information So`Nia L. Gilkey, PhD, LCSW-BACS Manning Hall, Suite 152, Office 153 Office Phone: (361) (preferred) Office Fax: (361) sonia.gilkey@tamuk.edu Office Hours: Monday 3:00 to 4:00 or By Appointment Course Description SCWK 3329 Social Welfare: Policy and Advocacy I 3(3-0). This course considers historical and current social policies and advocacy work in the context of social service delivery systems as a response to human need and human rights and social justice in the context of social problems impacting vulnerable populations. History, mission and philosophy of social welfare is discussed along with evolving social welfare paradigms relevant to social justice concerns. Prerequisite: SCWK 2331.

2 Page 2 of 15 Course Rational and Purpose This course is the first course in the Social Welfare: Policy and Advocacy sequence of courses, building on the knowledge and values learned in The Social Work Profession I, Social Welfare: Policy and Advocacy I develops and reinforces students knowledge of social welfare policy, and value foundation in which practice skills are based. Additionally, students will employ knowledge learned in SOCI 1301, POLS 2301 and POLS Social Welfare: Policy and Advocacy I is designed to explore and critically evaluate the history, mission, and philosophy of social welfare and how social policy affects contemporary social issues and programs. An emphasis is placed on social and economic justice; additionally, policy analysis, social welfare practice and advocacy models/intervention approaches is introduced to students. This course is designed to develop critical thinking in the area of policy and practice, the use of research and advocacy approaches in addressing social welfare concerns, and social welfare practice skills in working with culturally diverse groups with diverse needs and social policy impact. Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a consequence of difference, a person s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Students will grapple with these issues throughout the duration of this course. Course Learning Outcomes: / 1. Understand social welfare history and the development of social welfare programs designed to address various social problems in the United States. 2. Analyze the role of social workers in policy development and advocacy activities. 3. Demonstrate knowledge and skills in advocacy approaches. 4. Consider the role of ethics and professional demeanor/conduct when working with client systems that have diverse social, economic, cultural and systems' needs. Student Learning Outcomes: Skills 1. Critically evaluate social welfare programs and policies impacting vulnerable populations and propose alternative policy approaches. 2. Apply social welfare policy models and research to social problems impacting diverse populations. 3. Develop a policy analysis that critically analyzes a social problem impacting vulnerable populations. 4. Assess and discuss through writing and presentation the role of social workers in the social policy landscape.

3 CSWE Competencies and Behaviors Core Competency 1: Demonstrate ethical and professional behavior Page 3 of Make ethical decisions by applying the standards of NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context. 1.2 Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations. 1.3 Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication. 1.4 Use technology ethically and appropriately to facilitate practice outcomes. 1.5 Use supervision and consultation to guide professional judgment and behavior. Core Competency 2: Engage diversity and difference in practice 2.1 Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo and macro levels. 2.2 Present themselves as learners and engage clients and constituencies as experts of their own experiences. 2.3 Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies. Core Competency 3: Advance human rights and social, economic, and environmental justice 3.1 Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels. 3.2 Engage in practices that advance social, economic, and environmental justice. Core Competency 4: Engage in practice-informed research and research-informed practice 4.1 Use practice experience and theory to inform scientific inquiry and research. 4.2 Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings. 4.3 Use and translate research evidence to inform and improve practice, policy, and service delivery. Core Competency 5: Engage in policy practice 5.1 Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services. 5.2 Assess how social welfare and economic policies impact the delivery of and access to social services. 5.3 Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic and environmental justice. Core Competency 6: Engage with individuals, families, groups, organizations, and communities 6.1 Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies. 6.2 Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies. Core Competency 7: Assess individuals, families, groups, organizations, and communities 7.1 Collect and organize data, and apply critical thinking to interpret information from clients and constituencies. 7.2 Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies. 7.3 Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies. 7.4 Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies. Core Competency 8: Intervene with individuals, families, groups, organizations, and communities 8.1 Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies. 8.2 Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies. 8.3 Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes. 8.4 Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies. 8.5 Facilitate effective transitions and endings that advance mutually agreed-on goals. Core Competency 9: Evaluate practice with individuals, families, groups, organizations, and communities 9.1 Select and use appropriate methods for evaluation of outcomes. 9.2 Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes. 9.3 Critically analyze, monitor, and evaluate intervention and program processes and outcomes. 9.4 Apply evaluation findings to improve practice effectiveness at the micro, mezzo and macro levels. Cognitive and Affective Dimensions This course attends to the following cognitive and affective dimensions:,, Affective,,, Performance and Ethical Decision-Making (Poulin & Matis, 2015; CSWE, 2015).

4 Course Materials/Resources Page 4 of 15 Required Texts: Barusch, A. S. (2012). Foundations of social policy: Social Justice in Human Perspective (4th ed.). Belmont, CA: Brooks/Cole. ISBN: $ American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. ISBN: $29.95 Supplemental Text: Jansson, B. S. (2015). Becoming an effective policy advocate: From policy practice to social justice (5th ed.). Belmont, CA: Brooks/Cole. ISBN: Grading Information Grading Scale: = A = B = C = D 59 or Below = F What Grades Mean (plus and minuses are assigned at instructors discretion) A/A- = Exceptional work: outstanding: this grade will be assigned to work that shows extensive use of the course learning content, application, evaluation, creativity and use of independent learning, as well as wide use of concrete examples from the course and community and policy practice. B/B- = Fully meets course standards: this grade will be assigned to work in which all aspects of assignments are completed satisfactorily, showing a combination of accurate use of theory and principles, and precise descriptions of community and policy practice. C/C- = Overall performance is satisfactory; meets minimum expectations and standards of assignments. D = unsatisfactory: fails to meet minimum expectations of the course regarding assignments, discussions, exams, etc. F = Failure: overall quality of work is very unsatisfactory. Student fails to meet course expectations and show poor attention to and/or ability to complete course tasks, demonstrate adequate learning of course content, and/or demonstrates failure to adhere to course deadlines, attendance, completed assignments, etc. Incomplete grades. A temporary grade of Incomplete may be assigned to a student who, for a reason beyond the student s control, has been unable to complete the required work in a course on time. It is the student s responsibility to request an Incomplete from the instructor. A request signed by the student and the faculty member must be on file when grades are submitted. A student may not enroll in a course sequential to one in which he or she has an I or F letter grade. An incomplete not removed by the end of the next semester will be changed to an F.

5 Page 5 of 15 Course Assignments - *** Denotes Key Assignment (s) Identity, Performance, and Demeanor (Competencies 1-3; 6) 10% This is relevant to class attendance; engaging in class activities, including frequency and quality; professional demeanor; and so forth. *Students will also complete a voter registration activity. Students are required to register a minimum of 10 new voters once deputized to register voters. Failure to complete this activity can result in the lowering of this assignment by 5%. Social Policy Analysis Paper - *** (Competencies 1-9) 30% Each student will write a social policy paper. A social policy will be chosen by the student (e.g., a specific piece of U.S. southern border and immigration policy, a specific bill enacting the privatization of social services, aspects of the Affordable Care Act, an ordinance on the legalization of prostitution, and so forth) for examination and critical analysis. A pro and con position will be argued for the social policy chosen with social work values, issues related to oppression and discrimination, human rights, and social and economic justice in mind. Students can choose an environmental justice issue as well if they like. It is often important that social workers are able to see both sides of an argument, and this assignment is designed with that notion in mind. This assignment is designed to measure learning for social work competencies 1-5, 8-9, and knowledge, values and skills related to ethics, reflection and use of technology. The paper should be between12 and 15 pages in length (15 page maximum) including cover sheet. The references are separate. A minimum of 10 scholarly references are expected beyond the textbook, at least one of which should be a piece of legislation or a court case. Times New Roman font, APA formatting is expected. The following is a suggested outline for the paper and must contain the following elements: I. Introduction (similar to an abstract) (10) II. Description and History of the Social Policy (very detailed must use primary sources) (10) III. The Pro Position (20) A. Consistencies with social work values and ethics B. Issues related to oppression and discrimination C. Issues related to human rights D. Issues related to social and economic justice IV. The Con Position (20) A. Inconsistencies with social work values and ethics B. Issues related to oppression and discrimination C. Issues related to human rights D. Issues related to social and economic justice VIII. What policy and/or advocacy approaches should be changed. Propose an alternative. (10) IX. Summary and Conclusion (10) X. Grammar, punctuation, paragraphs, etc. (editing of paper) and proper APA citation/referencing and formatting will be evaluated. (10)

6 Page 6 of 15 Students much choose one of the population groups to examine in relationship to the policy issue discussed in the paper: Women Children/Youth (Teens) Racial/Ethnic Groups Religious-affiliated groups LGBT-Q Community Aging Adults People with Disabilities - Physical, Cognitive, Emotional Immigrants Migrant Workers People engaged in criminal or juvenile justice system People with chronic health and/or mental health conditions People living in impoverished conditions - economically distressed or economically fragile Working class families Rural and/or Urban environments with limited resources Unemployed/Underemployed People living in environmental hazardous communities Other - Consult with the professor if choose a population group not covered Examinations (Competencies 1-9) *** 40% There will be two (2) online exams, timed (exactly 50 minutes), in this course. Each of these exams are worth 20 % each. You will take each of these exams via Blackboard. You will take the exams in class so you will need your computers the day of the exam. The exams are designed to measure student learning in relationship to the nine (9) social work competencies and affective/cognitive processes associated with the nine (9) competencies (knowledge, values, skills). Advocacy (Competencies 1-9) *** 20% Students will work in small groups to develop an advocacy campaign using one of the advocacy models discussed in class. Students will identify a social, economic and/or environmental justice issue or a specific social problem where they develop and advocacy strategy to educate the public on the issue and create an awareness raising tool to invite public participation around advocacy efforts. This assignment is designed to engage students specifically in advocacy and social justice activities that have community impact. Students will research the issue, adopt an advocacy plan, implement the plan and present the project with associated activities to the class. Students will write a reflection paper regarding lessons learned as a result of this activity and how they might continue advocacy activities in their future work as social workers. This assignment is designed to measure learning for social work competencies 1-5, and knowledge, values and skills related to ethics, reflection and use of technology. Specific Course Policies Please do ask questions, and feel free to utilize my office hours. I am here for you, and I want you to succeed. Classroom attendance and participation is necessary and expected. Students are responsible for understanding the Texas A&M University-Kingsville Class Attendance policy. Students must notify the course instructor of any anticipated absence, or the absence will be

7 Page 7 of 15 considered unexcused and make-up work may not be allowed. Please note that students with 3 unexcused absences will be referred to the social work program director for consultation. Five (5) unexcused/university approved absences can result in the student being dropped from the class. All students are expected to follow the National Association of Social Workers Code of Ethics located at: additionally, adherence to expected to the Javelina Honor Code and the Student Code of Conduct found in the Texas A&M University-Kingsville Student Handbook located at: Make-up examinations will be considered on a case by case basis, and will only be allowed for emergencies, university approved absences, or course instructor approved absences. Opportunities for extra credit will be available. Late assignment submission will be considered on a case by case basis, and will only be allowed for emergencies, university approved absences, or course instructor approved absences. Electronic devices of any kind, including cell phones, Blackberries, audio or video recorders, laptops, and so forth, are not to be turned on or used in class unless such use is preapproved by the university or course instructor. This syllabus is subject to change. Any changes that may occur will be posted on the course syllabus and through announcements on Blackboard. Academic Misconduct Please refer to the most recent version of the Texas A&M University-Kingsville Student Handbook located at: for the university policies concerning academic misconduct. A copy of this document is also available for you in the Social Work Program office. Non- academic Misconduct Please refer to the most recent version of the Texas A&M University-Kingsville Student Handbook located at: for the university policies concerning non- academic misconduct. A copy of this document is also available for you in the Social Work Program office. Harassment and Discrimination Please refer to the most recent version of the Texas A&M University-Kingsville Student Handbook located at: for the university policies concerning harassment and discrimination. A copy of the Student Handbook is also available for your review in the Social Work Program office. Any pregnant students, or students planning to become pregnant, should consult their health care provider to determine what, if any, additional precautions are needed, based on their individual situation. It is the responsibility of the student to communicate their needs to the faculty member or Office of Compliance as soon as possible in order for risk-reduction to begin when it can be most effective, and to determine if additional modifications are necessary. While the university cannot

8 Page 8 of 15 mandate that the student notify it that she is pregnant or is planning to become pregnant, the university strongly recommends that students do provide notification, so appropriate steps can be taken to ensure the health of both parent and child. To communicate health circumstances or to request additional information, please contact Karen Royal, Director of Compliance at (361) or karen.royal@tamuk.edu. Students with Disabilities Please refer to the most recent version of the Texas A&M University-Kingsville Student Handbook located at: for the university policies concerning students with disabilities. A copy of the Student Handbook is also available for your review in the Social Work Program office. State Six-Drop Policy Please refer to the most recent version of the Texas A&M University-Kingsville Student Handbook located at: for the university regulations concerning the state six-drop policy. A copy of the Student Handbook is also available for your review in the Social Work Program office.

9 Page 9 of 15 Tentative Course Schedule - Subject to Change Week/Dates Week 1 8/22-8/26 Week 2 8/29-9/2 Week 3 9/5-9/9 (9/5 is Labor Day Holiday!) Week 4 9/12-9/16 Week 5 9/19-9/23 Week 6 9/26-9/30 Readings**/Lecture Topics/Assignments/Examinations Course Introduction Lecture Topic: Tradition of Social Reform and 4 Rationales for Policy Participation and Advocacy Guest Speakers 8/28 - Voter Registration, Melissa De LaGarza Reading: Chapters 1&2 (Barusch) Lecture Topic: Social Justice and Social Workers; The Role of Government 9/e - Guest Speaker: League of Women Voters Students Deputized to Register Voters Reading: Chapter 2/Chapter 3 (Barusch) No class on 9/5. Lecture Topic: The Role of Government, Introduction to Policy Analysis and Policy Practice Reading: Chapter 3/Chapter 4 (Barusch) Lecture Topic: Introduction to Policy Analysis and Policy Practice, The Social Security Act Reading: Chapter 4 (Barusch) Lecture Topic: The Social Security Act Reading: Chapter 5 Continued (Barusch) Lecture Topic: Social Security and Social Programs in the 60s, 70s, 80s, 90s, and 21st Century EPAS Competencies and Cognitive/Affective Dimensions 1:1-1:5; 2:1-2:3; 4:1-4:3 Critical thinking, Performance, Judgement Affective 1:1-1:5; 2:1-2:3; 4:1-4:3; 5:1-5:3; 6:1-6:2 Critical thinking, Performance, Judgement 1:1-1:5; 2:1-2:3; 4:1-4:3; 3:1; 5:1-5:3; 6:1-6:2 Critical thinking, Performance, /, Affective 1:1-1:4; 2:1; 3:1-3:2; 4:2-4:3; 5:1-5:3; 6:1-6:2 Critical thinking, Performance, /, Affective 1:1-1:4; 2:1-2:3; 3:1; 4:1-4:3; 6:1-6:2 Critical thinking, Performance, Decision-Making 1:1-1:4; 2:1-2:3; 3:1; 4:1-4:3; 5:1-5:3; 6:1-6:22 Critical thinking, Performance,

10 Week 7 10/3-10/7 Week 8 10/10-10/14 Week 9 10/17-10/21 Week 10 10/24-10/28 (10/28 is the last day to drop with a Q.) Week 11 10/31-11/4 Group Project Due Week 12 11/7-11/11 Reading: Chapter 5/6 (Barusch); Chp. 7 Lecture Topic: Poverty Continued: Health/Policy Responses to Mental Illness and Mental Health Care Reading: Handouts - See articles in BB on employment in the U.S., and issues impacting economically distressed families and communities Lecture Topic: Unemployment, Underemployment, Economically distressed families and communities Reading: Handouts in BB on immigration policies in the U.S. and policies impacting Migrant workers. Lecture Topic: Handout - Articles on Immigrants and Immigration Policy Handout - Article on Migrant Workers Reading: Chapter 8 (Barusch) Lecture Topic: Policy Related to Vulnerable Populations-People of Color Reading: Chapters 9/10 (Barusch) Lecture Topic: Policy Related to Vulnerable Populations, Faith-related, Gender-related and People with Disabilities Presentations Due - Nov. 02 & Nov. 04 Reading: Chapter 11 (Barusch) Lecture Topic: Policy Related to Vulnerable Populations- Children Page 10 of 15 1:1-1:4; 2:1-2:3; 3:1; 4:1-4:3; 5:1-5:3; 6:1-6:2 Critical thinking, Performance, 1:1-1:4; 2:1; 3:1-3:2; 4:1-4:3; 5:1-5:3; 6:1-6:2; 7:1-7:2 Critical thinking, Performance, 1:1-1:4; 2:1; 3:1-3:2; 4:1-4:3; 5:1-5:3; 6:1; 7:1-7:2 Critical thinking, Performance, 1:1-1:4; 2:1; 3:1-3:2; 4:2-4:3; 5:1-5:3; 6:1-6:2; 8:3; 9:2; 9:4 Critical thinking, Performance, 1:1-1:4; 2:1; 3:1-3:2; 4:2-4:3; 5:1-5:3; 6:1-6:2; 7:1-7:2; 7:4; 8:1-8:3 Critical thinking, Performance, Decision-Making; Affective 1:1-1:4; 2:1; 3:1-3:2; 4:1-4:3; 5:1-5:3; 6:1-6:2; :4; 8:3; 9:2; 9:4 Critical thinking, Performance,

11 Week 13 11/14-11/18 Week 14 11/21-11/25 (11/24 & 11/25 is Thanksgiving Holiday) Social Policy Paper Due Week 15 11/28-12/2 Week 16 12/5-12/8 Reading: Chapter 12 (Barusch) Lecture Topic: Policy Related to Vulnerable Populations-Women Reading: Chapter 13 (Barusch) Lecture Topic: Policy Related to Vulnerable Populations-The Aged Class will meet 11/21 11/23 - Social Policy Analysis Paper Due, No Class Reading: Chapter 14 (Barusch) Lecture Topic: Policy Related to Vulnerable Populations-Working Americans Dead Week: Class Discussion, Questions, and Answers Final Exam - Please be sure to bring your computers to class to take the exam. Page 11 of 15 1:1-1:4; 2:1; 3:1-3:2; 4:1-4:3; 5:1-5:3; 6:1-6:2; :4; 8:3; 9:2; 9:4 Critical thinking, Performance, 1:1-1:4; 2:1; 3:1-3:2; 4:2-4:3; 5:1-5:4; 6:1-6:2; 7:4; 8:3; 9:2; 9:4 Critical thinking, Performance, 1:1-1:4; 2:1; 3:1-3:2; 4:2-4:3; 5:1-5:3; 6:1-6:2 Critical thinking, Performance, Reaction 1:1-1:4; 2:1; 3:1-3:2; 4:1-4:3; 6:1-6:2; 7:2; 7:4; 8:1-8:3; 9:1-9:4 Critical thinking, Performance, Decision-Making

12 Page 12 of 15 Course Matrix of CSWE Competencies, Behaviors, Learning Outcomes, Units, Measures and Cognitive/Affective Dimensions CSWE Competencies Behaviors Course/Student Learning Outcomes Competency Demonstrate knowledge and skills in advocacy approaches. Consider the role of ethics and professional demeanor/conduct when working with client systems that have diverse social, economic, cultural and systems' needs. Units Measures Cognitive/Affective Dimensions 1-14 Performance & Demeanor Assess and discuss through writing, reflection, group work, and presentation the role of social workers in the social policy landscape. Competency Assess and discuss through writing, reflection, group work, and presentations the role of social workers in the social policy landscape. Apply social welfare policy models and research to social problems impacting diverse populations. Develop a policy analysis that critically analyzes a social problem impacting vulnerable populations. Competency Understand social welfare history and the development of social welfare programs designed to address various social problems in the United States. Analyze the role of social workers in policy development and advocacy activities. Consider the role of ethics and professional demeanor/conduct when working with client systems that have diverse social, economic, cultural and systems' needs Performance & Demeanor Exams Voter Registration Activity 1-14 Performance & Demeanor Exams Policy Paper Voter Registration Activity Affective Skills Performance Affective

13 Competency Apply social welfare policy models and research to social problems impacting diverse populations. Develop a policy analysis that critically analyzes a social problem impacting vulnerable populations. Critically evaluate social welfare programs and policies impacting vulnerable populations and propose alternative policy approaches. Competency 5 5:1-5:3 Demonstrate knowledge and skills in advocacy approaches. Consider the role of ethics and professional demeanor/conduct when working with client systems that have diverse social, economic, cultural and systems' needs. Assess and discuss through writing, reflection, group works, and presentations the role of social workers in the social policy landscape. Apply social welfare policy models and research to social problems impacting diverse populations. Develop a policy analysis that critically analyzes a social problem impacting vulnerable populations. Critically evaluate social welfare programs and policies impacting vulnerable populations and propose alternative policy approaches. Analyze the role of social workers in policy development and advocacy activities Exams Policy Paper 1-14 Exams Policy Paper Voter Registration Activity Page 13 of 15 Skills Performance Affective Skills Performance Affective

14 Competency Assess and discuss through writing, reflection, group work, and presentation the role of social workers in the social policy landscape. Apply social welfare policy models and research to social problems impacting diverse populations. Critically evaluate social welfare programs and policies impacting vulnerable populations and propose alternative policy approaches. Analyze the role of social workers in policy development and advocacy activities. Competency ; 7:4 Assess and discuss through writing, reflection, group works, and presentations the role of social workers in the social policy landscape. Apply social welfare policy models and research to social problems impacting diverse populations. Develop a policy analysis that critically analyzes a social problem impacting vulnerable populations. Critically evaluate social welfare programs and policies impacting vulnerable populations and propose alternative policy approaches. Competency 8 8:2-8:3 Assess and discuss through writing, reflection, group works, and presentations the role of social workers in the social policy landscape. Apply social welfare policy models and research to social problems impacting diverse populations Performance & Demeanor Exams Policy Paper Voter Registration Activity 1-14 Performance & Demeanor Exams Policy Paper 1-14 Exams Voter Registration Activity Policy Paper Voter Registration Activity Page 14 of 15 Skills Performance Affective Skills Performance Affective Skills Performance Affective

15 Competency 9 9:1-9:2: 9:4 Develop a policy analysis that critically analyzes a social problem impacting vulnerable populations. Critically evaluate social welfare programs and policies impacting vulnerable populations and propose alternative policy approaches. Analyze the role of social workers in policy development and advocacy activities Performance & Demeanor Exams Policy Paper Page 15 of 15 Skills Performance Affective