README2 MODULE 1 - Minnesota State University Moorheadweb.mnstate.edu/ginther/460_Policy/460_Documents/1_1_SW460_WA1... · README2! MODULE 1 Policy Practice, ... social welfare policy,

SW 460W – Social Policy and Policy Practice README2!

MODULE 1 Policy Practice, the Social Problem, and Action Rationales

LEARNING TASKS & GOALS You just selected a social problem and visited a human service program addressing that prob-lem.1 You gathered reading materials2 to learn about the program’s strategic purpose, clients served, and services offered. Both choices and the material collected are now the foundation for your policy practice proposal this term. Policy practice includes many complex, sequential activities centered on developing, approving, implementing, and evaluating (SW400) a policy idea in order to solve an identified social prob-lem. However, we will focus on the following three general policy practice tasks: (a) under-standing a social problem and its impact-Module 1; (b) building a viable policy solution to re-solve the problem-Module 2; and (c) creating and implementing a advocacy plan to increase the chances of our policy solution of being ratified-Module 3.

Part 1-Basic Concepts Before they begin, competent policy practitioners must understand many ideas, concepts, and processes pertaining to advocacy. Therefore, WS #1 mentors you through several used in policy practice. In particular, you will explore arguments for professional evi-dence-based policy practice. Since our paper focus is on a macro social problem, you will define "social problems" theoretically, and study how they prompt social action, policy-based services, policy practice/advocacy, social welfare policy, and social reform.

Part 2-History of the Social Problem Building on this foundational knowledge, WS #1 continues by helping you (a) analyze your focus social problem's history.

Part 3-Theoretical Impact of the Social Problem Beyond knowledge of problem history, competent evidence-based policy analysts/advocates require a theoretical understanding of the condition’s effect on levels of social organization. Therefore WS #1 also structures your theoretical examination of the focus so-cial problem's eco-systems impact. Specifically, you will use the ecological perspective to understand your problems' impact on indi-viduals, families, organizations and communities, as well as various local, national, and global social institutions. You will explore the idea of group vulnerability and powerlessness, and perform a risk factor analysis relative to your chosen social problem. You will study your problem as a human rights issue, and examine how globalization impacts the problem in the U.S. You will also predict how the situation will likely change into the future. Here you will use particulars of your social problem’s evolution and current im-pact to hypothesize the problem’s trajectory into the future. Finally, from this you will develop your vision of an ideal society given your personal/professional values. This knowledge will bolster your policy practice effectiveness and by extension credibility, and potentially foster broader acceptance of your proposed solution during advocacy.

Part 4-Rationales for Policy Action Finally, you will use the Jansson model to synthesize the above work into action rationales to justify acting on this particular social problem. This final step sets the stage for policy proposal development (Module 2) and political action (Module 3). Prior to beginning WS #1, please read materials listed on our class notes web page under Module 1. Be sure to consult various source materials to gather facts and viewpoints. This requires that you locate, analyze, synthesize, evaluate, and cite appropriately primary/secondary print and electronic source materials. Once WS #1 is completed, you will be ready to draft initially WA #1. While WS #1 is not formally graded, it must still be completed prior to initially drafting WA #1 because materials provided in WS #1 are expanded upon in WA #1. As you complete your WA #1, we will visit about your work prior to its revision for official submission. My aim is to help strengthen your work before my final grading. When drafting WA #1, always use complete sentences and attend to writing fundamentals (syntax, diction, grammar, punctuation, spelling, organizational, flow, wordiness, and technical voice). I rec-ommend that you use your peer editing buddy (as we did in SW400) and the MSUM Write Site this term to review your work prior to submission for a grade.

1 This was the assignment just above Module 1 on the class web page that you completed before the term began. 2 E.g., brochures, pamphlets, etc.

MODULE 1 – README2! Page 2

Preparing to write WA #1… WS #1- Policy Practice, the social problem, and Action Rationales3 PART 1: Basic Concepts in Policy Practice We begin by exploring some basic concepts used in policy work. We start here because licensed professionals have a very specialized language, and knowing key technical concepts enables licensed professionals to effectively convey spe-cific ideas to others during policy practice. To be sure, having command of a specialized technical language is one hall-mark of professionalism! So let’s get started.

1. By now you have completed readings on social welfare and social welfare policy. You have read about and dis-cussed these topics in SW250-Introduction to social welfare and social work; we studied them in SW400W-Research methods in social work, and they have been analyzed in each of your practice classes. I know this since they are addressed in the School’s common practice text written by Kirst-Ashman & Hull (2014), which we are also using here in SW460! So to begin, please discuss your understanding of each concept and how they interre-late. Simply, what is social welfare? What is social welfare policy? And how are they related? How do they differ from other levels of social and general policy that we just studied in class? How do basic human needs, vulnera-ble populations, and well-being all relate to these concepts? Discuss the purposes and types of welfare, and their key delivery institutions. While you have minimal space in WS #1 to provide depth to your discussion, elabora-tion will occur as you move your WS #1 answers into WA #1. Also, use relevant theoretical terms studies dis-cussed in class. Remember, thorough answers receive greater credit, so don’t be shy.

Recommended content: o Adequately describes social welfare as a theoretical concept; o Adequately describes social welfare policy as a theoretical concept; o Thoroughly and meaningfully discusses how both theoretical concepts are related; o Provides ample examples to support the narrative; o Adequately uses throughout the discussion important theoretical concepts studied in class:

Basic human needs; Vulnerable populations; Well-being; Purposes, types, delivery institutions, and views.

2. Now in class we discussed at length the idea of evidence-based policy and evidence-based policy practice; and you are reading Jansson’s Chapter 14 wherein he discusses these topics. In your own words, discuss evidence based policy practice.

Recommended content: o Adequately defines evidence-based policy practice as a theoretical concept; o Adequately defines evidence-based policy as a theoretical concept; and o Includes adequate theoretical concepts in the narrative.

3. You have read about diversity during your tenure with us, and along with Jansson we have discussed the topic in the context of policy advocacy and practice. Now then, from what you have learned, how does human differ-ence play out in advocacy? What is Jansson’s thesis? What are some considerations or concerns that you antici-pate having when you begin your policy practice?

Recommended content: o Adequately describes human diversity as a theoretical concept; o Adequately describes policy advocacy as a theoretical concept; o Thoroughly and meaningfully discusses Jansson’s thesis regarding these theoretical concepts; and o Adequately uses important theoretical concepts from Jansson throughout this discussion.

3 Item numbers correspond to specific WS questions.


4. We said that policy practice is conducted for some reason; that is, with some goal in mind. How do you define the public interest and how does it influence policy practice? What does Jansson say about this topic and what have you read elsewhere?

Recommended content: o Adequately describes the public interest as a theoretical concept; o Thoroughly and meaningfully discusses the policy practitioner’s role in advancing the public good; and o Adequately uses important theoretical concepts from Jansson throughout this discussion.

5. If you could sit down with a sociologist, political scientist, or an economist, and visit about policy reform and so-cial reform, what would s/he/they say about these highly important, complex, and integrated topics? What are they? To what do they pertain? How are they related? Are there steps to implementing each? How, if at all, does social reform relate to the public interest?

Recommended content: o Adequately describes policy reform as a theoretical concept; o Adequately describes social reform as a theoretical concept; o Thoroughly and meaningfully discusses how both theoretical concepts relate to the public interest; and o Adequately uses important theoretical concepts from Jansson throughout this discussion.

6. Here I want to read about a social reformer you find especially motivating and inspirational. Who is the reform-er? Where was s/he raised? What was her/his childhood like? Where did s/he practice? What social problem did the person address? What social policy did s/he reform? What did s/he accomplish in her/his own policy prac-tice? Please use the web to gain a more in-depth understanding of the person, but be sure to limit yourself to “.edu” or “.gov” web sites, or seek prior approval of sites from other domains. And please remember the Ency-clopedia of Social Work (the Library web page) and Trattner’s Biographical dictionary of social welfare in Amer-ica (see the resources at the bottom of our class web page which are also located in Library Reference Room).

7. After defining policy advocacy and policy practice, compare/contrast them as you build a description to explain to the reader how you see each, and view their relationships and concerted aims-the change they seek.

Recommended content: o Adequately describes policy advocacy as a theoretical concept; o Adequately describes policy practice as a theoretical concept; o Thoroughly and meaningfully discusses how both are used to seek change; and o Adequately uses important theoretical concepts from Jansson throughout this discussion.

8. Jansson discusses policy advocacy as a developmental process. Please explain what he means.

Recommended content: o Adequately describes Jansson’s idea of policy advocacy as a developmental process; o Adequately describes the eight tasks that all policy practitioners use to seek change; and o Adequately describes the four skills that all policy practitioners use to seek change; and o Adequately uses important theoretical concepts from Jansson throughout this discussion.

9. Jansson discusses four (4) challenges we policy practitioners face in practice. Please explain each and how they test the policy practitioner. Be sure to provide brief examples for clarity.

Recommended content: o Adequately discusses each of four (4) challenge and why they are challenging; o Provides adequate examples of each challenge for clarity; and o Adequately uses important theoretical concepts from Jansson throughout this discussion.


10. What is social work’s reformist tradition? How does this relate to generalist social work, social change, and so-cial welfare policy?

Recommended content: o Adequately discusses each social work’s long policy advocacy tradition; o Places discussion in context of generalist practice; o Includes adequate reference to social change and social welfare policy; and o Adequately uses important theoretical concepts from Jansson throughout this discussion.

11. Jansson makes key recommendations about becoming an effective policy advocate. What are they? How do they relate to generalist social work practice? Which ones connect well with your personal strengths? And which ones will you need to work to become more proficient in policy work over time

Recommended content: o Adequately discusses each recommendation; o Relates each recommendation to generalist social work; and o Student adequately reflects on personal strengths/ weaknesses vis-à-vis Jansson’s recommendations.

12. To what is Jansson referring when he discusses changing the composition of decision makers? Who is involved here and how does this affect licensed professional social work?

Recommended content: o Adequately discusses Jansson’s thesis and main points; and o Adequately uses important theoretical concepts from Jansson throughout this discussion.

13. Discuss Jansson’s thinking of how policy work enhances micro-level social work practice. How are they related? How do they benefit clients? How do they benefit the practitioner?

Recommended content: o Adequately discusses Jansson’s main thesis; o Provides adequate discussion of how both are related; o Adequately discusses how policy work benefits clients and professionals alike; and o Adequately uses important theoretical concepts from Jansson throughout this discussion.

14. In chapter 2, Jansson discusses beneficence, policy-sensitive practice, and policy-related practice. After reading his thoughts, put them into your own words as you define each and explain how they are interrelate.

Recommended content: o Adequately explains beneficence as a theoretical concept; o Adequately explains policy-sensitive practice as a theoretical concept; o Adequately explains policy-related social work as a theoretical concept; o Adequately explains how they are all related; and o Adequately uses important theoretical concepts from Jansson throughout this discussion.

15. As the first of eight policy tasks, the practitioner must evaluate whether a given policy can stand, or whether it must be modified, eliminated, or replaced. This process involves various types of reasoning, where reasoning is used to build arguments (or justification) to engage in change-oriented policy practice. Jansson calls these advo-cacy rationales. Please develop your response in question 15a, then move your these thoughts into your narra-tive discussion in Question 15. It will be your Question 15 narrative that you will migrate into WA #1.

Recommended content: o Adequately discusses each method of reasoning as theoretical concepts; o Provides adequate example for each; o Adequately relates advocacy justification to work with powerless groups; o Adequately relates advocacy justification to social justice; o Includes adequate discussion about vulnerable populations; and o Adequately uses important theoretical concepts from Jansson throughout this discussion.


PART 2- History of the Social Problem Remember we said that effective policy practitioners use a technical language to communicate ideas to colleagues and others. We further said that competent policy practitioners are experts in the social problem they seek to re-dress. Now that we understand some basic terms, concepts, and ideas used in policy practice, let’s study the actual social problem you selected. This next section will help you develop a more in-depth understanding of the problem’s recent history and likely trajectory into the future. Though you are not writing a dissertation, I do ask that you de-velop a rudimentary understanding of the breadth and scope of the problem. So please construct a technical narra-tive discussing each era listed in WS #1, and be sure to include at least 2 relevant period-specific statistics to help the reader understand the breadth and scope of the problem during each specific period. Now then, let me be clear: 2 statistics! Remember: a statistic is a fact or datum typically in the form of an actual number or percent-age/proportion. The passage “Statistics show that the crime rate has increased.” is not a statistic per se, but a con-clusion derived from statistics. Similarly, “…more girls than boys…” is not a statistic since it does not provide a specif-ic fact or datum. You can certainly make such conclusion in your narrative, but you must list the actual statistics from which you draw all conclusions. So again, please let me be clear: >2 STATISTICS=CREDIT; <2 STATISTICS = NO CRED-IT! Providing statistical evidence is essential to our evidence-based approach to policy advocacy based on empirical-ly-grounded policy arguments. As for sources to consult to get those statistics, remember the Encyclopedia of Social Work, the Social Work Abstracts! You know them well by now from SW400; both are on-line and have considerable statistical information. And please be sure to look at the very bottom of our main class web page (not the resource page linked to that class page): here I provide a long list of potential statistical sources. And of course there is also the reference librarian who is a wealth of information on where to find most if not all statistics! Oh yes, please also be sure to reference your source for each statistic (APA 6th ed.).

16. As discussed in class, we must broadly understand our social problem in order to converse with other stake-holders about the problem’s history and impact on people. And to accomplish this we will use the ecological/ systems perspective. Before we begin our theoretical analysis of the problem, however, please define in your own words this theoretical view of the world and worldly events. What is ecological/ systems theory? What is its role in licensed social work? Remember Jansson’s discussion of this perspective early on in Chapter 1 and your study of the theory in SW330? And of course Kirst-Ashman & Hull (2014) use it in their text.

Recommended content: o Adequately describes ecological/systems theory; o Adequately explains key theoretical terms used in this theory; o Adequately explains why licensed social workers use ecological/systems theory; and o Adequately explains how social workers use ecological/systems theory in licensed practice.

17. Remember that sociologist4 you sat down with earlier? Pretend that you met her/him again for coffee because you now have some follow-up questions. What would s/he say is the official sociological definition of social problem? What conditions must be met for something to be considered an actual social problem? In short, how does a social problem become, well, a social problem? How do social problems relate to social welfare policy? How do the terms “upstream” and “downstream” pertain to social problems AND social policy? Remember: DO NOT mention your specific focus social problem in this section! Rather, this must be a purely theoretical discus-sion of social problems in general.

Recommended content: o DOES NOT MENTION THE AUTHOR’S FOCUS SOCIAL PROBLEM; o Adequately discusses social problems theoretically

Adequately explains key characteristics of social problems; Weaves together social problems and social welfare policy; Adequately discusses how a given social issue becomes a full social problem; Involves the theoretical concepts “upstream” and “downstream” in the response;

4 HINT: In the case of social problems maybe it was C. Wright Mills (“social problems”) or George Ritzer (specific hallmarks of social problems).


Adequately explains social conditions necessary for an issue to be labeled a social problem. 18. Now we turn to your specific focus social problem. Here please construct your technical story about the evolu-

tion of the problem during the 1960s and 1970s. The key in this narrative is technical story. Please DO NOT just list two statistics in two sentences as this will not receive credit: I need the context and an analysis; so weave together a period-specific story of how many people were affected during the 60s and 70s. What statistical trends can you identify that existed back then? How was the problem worsening or changing during these two decades? Again, use statistics to shape your argument. Remember, your credibility as a policy advocate depends on your knowledge of the focus problem’s history. To help, consult the Jansson’s (2012) history text on reserve: The reluctant welfare state.

Recommended content: o Provides an adequate technical narrative of the social problem’s history during the targeted era; o Uses concepts like rates, incidence, and prevalence (see page 229); o Provides minimum of 2 statistics for the era with adequate discussion of each statistic presented; o Identifies significant trends during the era; and o Discusses the problem’s trajectory during the era.

19. Please do the same for 1980s-1990s. Recommended content: o Provides an adequate technical narrative of the social problem’s history during the targeted era; o Provides 2 statistics for the era with adequate discussion of each statistic presented; o Identifies significant trends during the era; and o Discusses the problem’s trajectory during the era.

20. Please do the same for 2000 and beyond. Recommended content: o Provides an adequate technical narrative of the social problem’s history during the targeted era; o Provides 2 statistics for the era with adequate discussion of each statistic presented; o Identifies significant trends during the era; and o Discusses the problem’s trajectory during the era.

21. Now then, from the above technical history, what would you say is the problem’s future trajectory? Slowly im-proving? Quickly worsening? No change over the past decades? Please narrate your summative understanding of trends from what evidence you have consulted in questions 18-20 above.

22. Finally, what diversity issues can you identify in this history that you as policy practitioner must consider? 23. And what ethical concerns are prevalent during this history?

PART 3-Theoretical Impact of the Social Problem Since effective policy practitioners must be experts in the social problem they seek to redress, and because we are (will be) licensed generalist social workers, we will use the biological, psychological, social, economic, and spiritual framework to assess theoretical impact. Please discuss your chosen social problem’s impact on individuals and the various levels of social organization they form. Be sure to provide minimum of 2 relevant statistics for each level of social organization (individuals, families, organizations, etc.) to help the reader understand the problem’s ecological/systems impact. Again, let me be clear: minimum of 2 statistics! Remember that a statistic is a fact or datum; and as above, statistics are es-sential given our evidence-based approach to policy advocacy and the need to make empirically-grounded policy argu-ments. NOTE: I will give “0” credit if your response: (a) lacks minimum of 2 statistics; and/or (b) lacks substantive dis-cussion of those statistics-no exceptions.

Ecological systems 24. First, please discuss your chosen social problem’s impact on individuals. Remember to use the above multifac-

eted bio-psycho-social-economic-spiritual approach to your assessment, and use two or more statistics. Recommended content:


o Adequately discusses the problem’s biological impact on clients; o Adequately discusses the problem’s psychological impact on clients; o Adequately discusses the problem’s social impact on clients; o Adequately discusses the problem’s economic impact on clients; o Adequately discusses the problem’s spiritual impact on clients; and o Adequately integrates two or more statistics for each.

25. Please do the same for families. Recommended content: o Adequately discusses the problem’s biological impact on families; o Adequately discusses the problem’s psychological impact on families; o Adequately discusses the problem’s social impact on families; o Adequately discusses the problem’s economic impact on families; o Adequately discusses the problem’s spiritual impact on families; and o Adequately integrates two or more statistics for each.

26. Please do the same for organizations. How many agencies treat the problem locally, regionally, statewide, or across the nation? Who are they generally? How does the social problem affect/influence how they deliver ser-vices (e.g., must employ more counselors, caseworkers, open unique hours, ensure staff cultural awareness, etc.). What policy advocacy groups have formed in response to the social problem? Must treatment programs be specially accredited? How are churches affected? Schools? Be sure to provide statistics to support your ar-guments. And these can be garnered online, from federal and/or state agencies (Departments of Health, De-partments of Human Services, Health-related bureaus, National Institutes of Health, and the like). And remem-ber census data. Globally, there are a seemingly endless number of agencies like the United Nations, The World Health Organization, UNICEF, and many, many other groups that provide information (including data) on social problems and how they impact societies. In fact, Jansson lists many in his book! And of course there are our university reference librarians as well.

Recommended content: o Adequately discusses the array of organizations addressing the social problem; o Discussion ranges from local agencies to national level organizations; o Discussion includes impact on schools, churches, human service programs, etc.; o Adequately discusses the situation faced by organizations that address the social problem; and o Adequately integrates two or more statistics to support the author’s thesis.

27. Please do the same for communities? Recommended content: o Adequately discusses impact on communities with statistics; and o Adequately integrates two or more statistics to support the author’s thesis.

28. Please do the same outlining its national impact? Recommended content: o Adequately discusses impact nationwide with statistics; and o Adequately integrates two or more statistics to support the author’s thesis.

29. Please do the same outlining its global impact? Recommended content: o Discussion uses globalization as its framework; and o Adequately defines globalization with its strengths and weaknesses; o Adequately discusses the social problem’s global impact in select countries; and o Adequately integrates two or more statistics to support the author’s thesis.


30. And please do the same for its economic impact? Be sure to provide actual dollar amounts here, however, use the “$” sign to inform the reader you are referring to U.S. currency and not British pound sterling (£), Japanese Yen (¥), or the Euro (€), etc. Also, you must provide minimum of 2 economic amounts for credit -no exceptions. Doing so establishes your credibility as a policy advocate where credibility is based on your command of facts re-lated to your chosen social problem. Moreover, this is consistent with our evidence-based approach to policy advocacy and the need to make empirically-grounded policy arguments. NOTE: I will give “0” credit if (a) your response lacks any dollar amounts; (b) has fewer than two dollar amounts; and/or (c) does not place amounts in a contextualizing narrative-no exceptions.

Recommended content: o Adequately discusses economic impact; o Specifically list two or more costs using the U.S. Dollar ($) as the currency; o Costs noted can be local, regional, statewide, or national; o Expenditures relate to the focus social problem; and o Provides adequate discussion of the costs provided putting them in some larger context.

Risk factors 31. From our discussion of risk factors, and based on what you have read in the Encyclopedia of Social Work (“Resil-

ience”) and other reference sources that you have found on the topic, define in your own words, risk factors and their role in the client’s problem development. Be thoughtful and refer back to our discussions.

Recommended content: o Adequately defines risk factors; o Adequately discusses the role of risk factors in social work and client problem development; and o References the ESW.

32. Based on your understanding of risk factors, come up with four (4) that place folks at risk of developing your fo-cus social problem: one each for biological, psychological, sociological, and economic (I omitted “spiritual” be-cause of space limitations). Once you have identified them, explain how each factor is associated with the focus problem; that is, how does each factor make the client more vulnerable to problem development or worsening.

Recommended content: o Adequately discusses four (4) risk factors (biological, psychological, social, and economic); and o Adequately explains how each factor is associated with the focus social problem and vulnerability.

Human Rights and Globalization 33. Because human rights play a central role in American social work, our goal here is to understand human rights,

and place our focus social problem in some larger human rights context. Visit the United Nations and NASW web sites to see what they say about human rights. Then after these visits and reading Jansson, you are more than prepared to discuss your problem as a human rights issue. So first define human rights. What are they? Who or what body created them? To whom do they apply? Then analyze how your chosen social problem is also a human rights issue. What specific right does it involve? Be specific.

Recommended content: o Adequately defines human rights (who created them, process used, etc.); o Adequately examines their role in understanding social problems; o Adequately examines to whom human right declaration pertains; o Adequately examines their role in social work policy practice; o Reflects web visits to the United Nations and NASW web sites; and o Adequately explains how the author’s identified social problem is also a human rights issue.

34. Now do the same for globalization. Thoroughly explain/define the concept using Jansson’s presentation as your guide. Then discuss NASW’s position on globalization. Then explain how your problem affects or is affected by globalization. Again, be specific and provide examples.


Recommended content: o Adequately discusses globalization as a social phenomenon; o Discussion adequately reflects Jansson’s globalization thesis; and o Adequately explains the impact of globalization on the author’s focus social problem.

35. We are going to back track somewhat so hold on to something! I put this question here to enhance your under-standing of globalization from above in the social work context. Simply, in this question I want you to continuing thinking nationally/globally. Remember Jansson’s discussion of the vital importance of policy practice to social work clients, practitioners, and society alike. Discuss how devolution has set current policy practice. In addition, address in your response the role of technology and the effects of globalization in this current context.

Recommended content: o Adequately discusses devolution and policy practice consistent with Jansson’s thesis; o Adequately discusses the role of technology on policy practice consistent with Jansson’s thesis; and o Adequately discusses effects of globalization on policy practice consistent with Jansson’s thesis.

36. What is NASW’s policy position on your social problem? Here you must directly reference NASW’s publication Social Work Speaks in your actual paper. My copy of the publication is on reserve in the Library.

Recommended content: o Adequately discusses NASW’s policy position on the author’s focus social problem.

37. Visioning is crucial to the policy practitioner since it guides her/him in the development of specific solutions (al-so see visioning in the ESW). Moreover, even though it is an ideal that is typically unattainable, it nonetheless is a worthy goal that rallies folks to solve the social problem. Now then, what does Jansson say about the policy’s vision? Next, given your orientation to the world, your own ideological grounding and moral system, as well as the problem’s history and systems impact, what do you think would be an ideal society? Why would your view be ideal? How would society treat/help people with the focus social problem? How could current policies be changed, or what new policies could be created to promote your vision? Please be thorough / thoughtful in your response.

Recommended content: o Adequately summarizes the problem’s history and current systems impact; o Adequate discusses what change must occur; o Adequately discusses resultant outcome (i.e., the author’s vision for an idea society given the change).

PART 4-Action Rationales We end Module 1 with a presentation of your reasons for policy intervention into our chosen focus social problem. Here you will apply Jansson’s framework to formulate your most convincing arguments for policy action, action that you will determine in Module 2. In addition to our class exercise wherein we developed rationales to justify policy action to ad-dress a random social problem (see Slide 4), please use Jansson’s Policy Advocacy Challenge 2.10 on page 64 as a tem-plate for your work.

38. Please apply each of Jansson’s rationales to justify intervening into our focus social problem. Recommended content: o Adequately discusses ethical reasons for policy intervention (deontological, utilitarian, relativistic); o Adequately discusses analytic reasons for policy intervention; o Adequately discusses political reasons for policy intervention; and o Provides an adequate interlocking summary of the above reasons for policy intervention.


Composing WA #1… WA #1 –Policy Practice, the Social Problem, & Action Rationales As you recall, all SW460 writing assignments build on basic Liberal Studies writ-ing and other competencies to develop your use of policy research and policy practice methods in order to propose, implement, then monitor, social poli-cy/human service delivery, and advocate for policy/program change. Given this purpose, our first writing assignment will reflect your introduction to policy practice, and your in-depth analysis of your focus social problem's history and theoretical impact. This analysis undergirds the two subsequent WAs.

Process Now that you have completed worksheet WS #1, you can begin drafting WA #1 wherein you expand and integrate the above WS #1 content into a technical paper.5 Here you must analyze, synthesize, and evaluate course content. You must also locate, read, analyze, evaluate, synthesize, integrate, and cite appro-priately and ethically 5 primary/secondary literary sources. In developing WA #1, follow our discipline's writing conventions and processes learned in SW400 (Research) such as original invention, organization, drafting, revising, and edit-ing. And please remember that each of our papers this term must be in APA format (see the Owl at Purdue link on our class web page). Please use correct grammar and mechanics, and attend to paper focus, organization, develop-

ment, clarity, and professional voice (See Cover Sheets for WA #1). Finally, please consult with me and let me know if you have any questions (Please see LATE ASSIGNMENT POLICY on our class web page).

Instructional notes for WA #1 Outline: Core Paper

1. The title of this Module writing assignment is Policy Practice, the Social Problem, and Action Rationales. Please use the headings and subheadings in exactly the order and format presented in the WA #1 outline (e.g., bold, italics, & left justified). I require this because section ordering reflects a larger methodical thought process that organizes your thinking, and by extension your paper and learning. To be sure, in each assignment I have created a study logic that facilitates deeper learning of policy practice in social work. Besides, most technical profession-al documents impose strict organization requirements so this is great practice. Also do not include an APA (6th ed.) title page since our WA #1 Final Cover Sheet will serve as your “title page” for this/all draft assignments.

2. Note: INCOMPLETE PAPERS WILL NOT BE REVIEWED AND WILL RECEIVE NO CREDIT. 3. This draft must be 12 pages with sequential page numbers (1-12) (excluding the reference list-see below). 4. Core draft sections are taken exactly from WS #1; so all WS #1 topics must be included and expanded herein. 5. So I can grade your technical writing, this paper draft must be in narrative format (i.e., no bullets, lists, etc.). 6. Your “professional/technical writing” score reflects the extent of basic writing problems observed

(syntax, diction, grammar, punctuation, spelling, organization, paragraph structure, flow, wordiness, voice). 7. Since I use symbols to communicate my edits to you about ways to strength your work, see our Edit Notation

sheet located under Module 1 of our class web page-Notes. 8. Since I will be grading many assignments, this and indeed all drafts must be printed in a single-sided format if it

is to be graded. This facilitates page-turning thereby making my grading more efficient; and efficient grading

5 See Module 1.


means I can return graded assignments to you more quickly! Papers printed in two-sided printing format will be returned to the author before grading for reprinting.

9. No direct quotations in any WA. I only want to grade your words. 10. Any evidence of Plagiarism = "F" for the assignment in question. Further, the student found to have plagiarized

must automatically provide all past assignments for a second review to ensure that they reflect original work. 11. Assignment cover sheets enable me to grade your work fairly and consistently; and fairness and consistency be-

comes challenging given the sheer volume of work I must carefully read and grade. Therefore, all written work submitted for a grade MUST INCLUDE THE APPROPRIATE COVER SHEET. Further, all work must be securely sta-pled with no paperclips, creative folding, etc. When they do not, the submission will not be read, but returned to the student for the correct cover.

12. Never end a page in a technical paper with just a heading/subheading at the bottom without text following that header. This suggests to the reader harried formatting with inadequate attention to detail.

13. DUE DATE: See dates on our class notes page, and the Late Assignment Policy on our class web page.

Reference List 14. On a separate page, create your formal WA #1 "Reference List” (this will be the section title) that you will include

at the end of this draft (see below). For this first draft you will have 5 references (see below).

15. All references on this separate list will be in APA (6th ed.) format, alphabetical, and contiguous. My goal is to help improve your use of APA (6th ed.) conventions this term.

16. You must correctly and ethically integrate the following 5 academic/scholarly references into WA #1 using the APA (6th ed.) citation system (Owl at Purdue). These are required in-text citations/reference list entries:

a. #1: your program brochure/materials; b. #2: a cite from the Encyclopedia of Social Work (ESW); c. #3: a cite from Kirst-Ashman & Hall (2012) (your generalist practice text); d. #4: Social Work Speaks; and e. #5: a scholarly article of your choosing.

17. You are free to add other citations, but only academic/scholarly references (e.g., social work abstract research & practice articles, other encyclopedias, or web sites with ".gov"/ ".edu" address domains-see below).

18. Popular magazine articles, newspapers, or other non-academic sources cannot be cited in your work as these are not “academic/scholarly” references.

19. Please include web sites with only “.edu” and “.gov” address domains. All others MUST BE PREAPPROVED to avoid point deduction. Of course the actual host program web site is OK and does not require pre-approval.

20. Please do not cite class notes or this professor as such recognition is flattering but not necessary. 21. Because APA (6th ed.) is unclear how to cite brochures, please use this format.

a. In-text cite: "Some of the best deals come from local travel agencies (LGC, 2012)."

b. Reference list entry format: Lazy Guy Cruises (LGC). (2012). So you want to go on a cruise? Moorhead, MN: Lazy Guy Cruises. {Organization (acronym). (Current Year). Brochure title. City/State of publisher: Publisher's name}