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Instructions:
Becoming an Effective Policy Advocate Responses Discussion
Respond to at least two colleagues who chose a case different from yours and address the following:
What makes a social problem a social work problem?
How can social work practice skills be applied to advocacy and policy that promote change?
Response 1 needed:
The policy advocacy challenge I have picked was Policy Advocacy Challenge 1.2 Enhancing the Rights of Children Who Are Sexually Assaulted in School (Pg. 9). To be very honest, I was prepared to go over every challenge and decide which would be best for me to cover, but seeing this as the first
challenge it caught my interest because I had a friend in college amongst other friends/ classmates who were involved in sexual assaults or harassments which is also defined as “Title IX”. I wanted to reflect this challenge to what I experienced my friend on what she had to go through by attending
hearings, and surprisingly (or maybe not surprising to some knowing how unfair most systems attend certain policies) the statements in this challenge explained very similar features what my friend had to go through and how she was treated during these hearings and council meetings with the
faculty members.
The challenge explains the situation of a 12-year-old middle school girl named Jennifer was raped by another student during class hours on campus. After Jennifer reported the crime, she was being bullied by other students and being treated as an outcast. The school assembled a hearing but left
Jennifer with no highlighted detail about what is required for the hearing, attending the meeting blind and alone not knowing what she is supposed to do or say as she is still traumatized. She was not allowed to have anyone to join her on her side of the hearing but the accused student who raped Jennifer was allowed to have support by his side (which is one of the similar acts that happened to my friend, pure unfairness).
Since Jennifer could not testify due to being in trauma (and a reminder that she is only 12 years old) the school would not go forward to start any discipline and put the hearing on pause. Eventually, an American Civil Liberties Union attorney was able to sit with Jennifer when the hearing started where they left off but the hearing continued to show unreasonable and unfair acts where they place Jennifer facing very close to the father of the accused student who verbally harassed her and arguing towards her. Jennifer was then treated the same way again from the school district’s disciplinary system as she was treated by her classmates. Justice was finally served when Gail Abarbanel, Executive Director of the Rape Treatment Center (RTC) and Assemblywoman Sheila Kuehl stepped in to assist Jennifer and improved the policies for the rights and needs of victimized students (Pg. 9-10).
The ones that are defining the problems you would think would be the school system but from having a rape crime problem turning it into another big problem which the school district system is actually the problem.
Realistically, the team members from RTC are highlighting the issues that the victimized student has gone through hence why RTC improved these programs and ensure the safety of these students when it comes to confidentiality and fair support when it comes to disciplinary sessions or hearings; involving more advocacy which is one of the main values that has been focused on to improve and advance these polices.
A victimized student shouldn’t defend themselves alone where an accused student receives all the support they can have. The school district and the district’s disciplinary system are the ones that have left out these important values for the problem where it has to take another system or actual advocates from an agency that focuses on these situations. In cases like this where the school tends to have a loophole where it appears to be fair in trial, advocacy members proving flawed designs and being fair representatives for fair discipline and justice.
Refrences
Jansson, B.S. (2018). Becoming an Effective Policy Advocate: From Policy Practice To Social Justice (8th ed.). Cengage Learning. (Pg. 9-10). Policy Advocacy Challenge 1.2.
Response 2 needed:
The policy challenge I chose was challenge 1.1: Mapping Structural Discrimination. I focused on how low-income communities are held in poverty by climate change. An example is temperatures getting warmer, causing weather shifts and natural disasters to become more unpredictable and deadly. These disasters leave impoverished people in despair with little hope to rebuild. Climate change is an issue that affects public health and quality of life. I chose this topic because I do not see it as a popular topic of discussion amongst social workers, and it is a subject that affects impoverished people globally.
The people defining the problem are the UN, prominent world leaders, policymakers, and stakeholders. The UN (2021) defines climate change as long-term shifts in weather and temperature. These shifts can occur naturally, but since the 1800s, humans have been the main contributor to climate change, primarily due to the increased consumption of fossil fuels (UN, 2021). The imminent value from this definition is that the coal, oil, and gas industries are more important than having a healthy environment. Omitted from this definition is that climate change did not become a significant concern for the UN or major world leaders until the 1970s, and the movement did not gain significant traction until the 1990s (Jackson, 2007). So while our climate has been progressively worsening since the 1800s, we did not actively start trying to combat this issue until about 30 years ago.
References
Jackson, P. (2007). From Stockholm to Kyoto. UN Chronicle, 44(2), 6–10.
Becoming an Effective Policy Advocate Responses Discussion
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Becoming an Effective Policy Advocate Responses Discussion |
Becoming an Effective Policy Advocate Responses Discussion