Post an explanation of the political strategies you would use to address one aspect of the situations/problems facing Susana and members of the Bradley family. Explain why you selected that strategy

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In this week’s resources, you explore the stories of Susana and the Bradley family. They are all in situations that need social work intervention and advocacy. What political strategies would you use to enact policies developed to assist these individuals?

In this Discussion, you develop political strategies to address one aspect of the situation(s) and problem(s) facing Susana and members of the Bradley family.

To Prepare: Read and review Chapter 11 in your text. Read “Social Work Policy: Children and Adolescents” and “Social Policy and Advocacy: Violence Prevention”. View the Bradley Episode 7 in the media for this week.

By Day 3

Post an explanation of the political strategies you would use to address one aspect of the situations/problems facing Susana and members of the Bradley family. Explain why you selected that strategy

 

Required Readings

SOCW 6361 Webliography
These websites will be required throughout the semester. Become familiar with these websites, especially when doing research for your assignments.

Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice  (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series.
Chapter 11, “Developing Political Strategy and Putting It into Action in the Policy-Enacting Task” (pp. 372-419)

Plummer, S.-B, Makris, S., Brocksen S. (Eds.). (2014). Social work case studies: Concentration year.Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
“Social Work Policy: Children and Adolescents. The Case of Susanna” (pp. 57–60)
“Social Policy and Advocacy: Violence Prevention” (pp. 53–55)

McNutt, J. (2011). Is social work advocacy worth the cost? Issues and barriers to an economic analysis of social work political practice. Research on Social Work Practice, 21(4), 397–403. doi:10.1177/1049731510386624.
Note: Retrieved from Walden Library databases.

Sherraden, M. S., Slosar, B., & Sherraden, M. (2002). Innovation in social policy: Collaborative policy advocacy. Social Work, 47(3), 209–221
Note: Retrieved from Walden Library databases.

Required Media

Laureate Education. (Producer). (2013). Bradley (Episode 7 of 42) [Video file]. In Sessions. Retrieved from https://class.waldenu.edu

Note: The approximate length of this media piece is 2 minutes.
Accessible player –Downloads–Download Video w/CCDownload AudioDownload TranscriptCredit: Provided courtesy of the Laureate International Network of Universities.

Optional Resources

MSW home page
Use this link to access the MSW home page, which provides resources for your social work program.

Discuss how you would evaluate whether the outcome is achieved or not. Remember to keep the theoretical orientation in mind.

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In this Final Case Assignment, using the same case study that you chose in Week 2, the case of Tiffani Bradely you will use the problem-solving model AND a theory from the host of different theoretical orientations you have used for the case study. You will prepare a PowerPoint presentation consisting of 11 to 12 slides,  To prepare: Review and focus on the case study that you chose in Week 2. Review the problem-solving model, focusing on the five steps of the problem-solving model formulated by D’Zurilla on page 388 in the textbook. In addition, review this article listed in the Learning Resources: Westefeld, J. S., & Heckman-Stone, C. (2003). The integrated problem-solving model of crisis intervention: Overview and application. The Counseling Psychologist, 31(2), 221–239. https://doi-org.ezp.waldenulibrary.org/10.1177/0011000002250638   your PowerPoint presentation that addresses the following: Identify the theoretical orientation you have selected to use. Describe how you would assess the problem orientation of the client in your selected case study (i.e., how the client perceives the problem). Remember to keep the theoretical orientation in mind in this assessment stage. Discuss the problem definition and formulation based on the theoretical orientation you have selected. Identify and describe two solutions from all the solutions possible. Remember, some of these solutions should stem from the theoretical orientation you are utilizing. Describe how you would implement the solution. Remember to keep the theoretical orientation in mind. Describe the extent to which the client is able to mobilize the solutions for change. Discuss how you would evaluate whether the outcome is achieved or not. Remember to keep the theoretical orientation in mind. Evaluate how well the problem-solving model can be used for short-term treatment of this client. Evaluate one merit and one limitation of using the problem-solving model for this case. Your 11- to 12-slide PowerPoint presentation should follow these guidelines: Each slide should be written using bullet points, meaning no long paragraphs of written text should be in the slides. Include a brief narration for each slide (i.e., the narration takes the place of any written paragraphs, while the bullet points provide context and cues for the audience to follow along).

Post an explanation of the political  strategies you would use to address one aspect of the  situations/problems facing Susana and members of the Bradley family.  Explain why you selected that strategy.

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Bradley Family Episode 7Program Transcript MALE SPEAKER: I have some great news. They’ve dropped the charges against you. Tiffany, that’s wonderful! TIFFANY: Yeah, it is. Why did they? Drop the charges, I mean. MALE SPEAKER: The state just passed a new law that’s like New York’s Safe Harbor for Exploited Children Act. That means that the courts here no longer see you as a criminal. They see you as a victim, just like we’ve been trying to tell them. Because you’re under age, they agree with us that you were forced against your will to do what you did. TIFFANY: Prostitution.MALE SPEAKER: Right. It means that the law understands that young peoplelike you, girls, boys, you don’t deserve jail time or retention. You need help and services. So that’ll get you off the street. OK. Before you were upset that they were treating you like a criminal. But they’re not anymore. You’re free. What’s wrong?TIFFANY: John T.MALE SPEAKER: The man who used to be your pimp?TIFFANY: I just found out that he got busted. MALE SPEAKER: Ah.TIFFANY: He’s going to be suspicious that he got arrested the same time that Igot let out. He’s going to think that I snitched on him, but I didn’t. MALE SPEAKER: We should think about getting you some police protection. No sense taking any chances. Bradley Family Episode 7 Additional Content Attribution

Post an explanation of the political  strategies you would use to address one aspect of the  situations/problems facing Susana and members of the Bradley family.  Explain why you selected that strategy.

Be sure to support your post with specific references to this  week’s resources. If you are using additional articles, be sure to  provide full APA-formatted citations for your references.

Repsond to the below:

Offer a supportive insight based on your own experience as a social worker and/or policy advocate.?

 

For  both Susana and Tiffani although they have different stories, they also  have many similarities. Tiffani nor Susana felt comfortable enough to  reach out for help in the school setting. I would develop a policy that  would implement ever student had a mandatory meeting with the school  counselors at least once a month to talk about the stressor in their  life and how to overcome them. In schools the school counselors seem to  only intervene when there is a disruption to the school setting, or they  get a tip. If a student seems fine and is excelling in school, there is  no reason to do a check up with them. I am aware this would be a lot of  work for the school counselors, so there would have to be some money  contributed to maybe having 2-3 counselors in each school to meet the  needs.

As  social workers it is our job to be knowledgeable about policy  formation, analysis, implementation and evaluation in order to be  provocative advocates.

 

Required Readings

SOCW 6361 Webliography
These websites will be required throughout the semester. Become familiar with these websites, especially when doing research for your assignments.

Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice  (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning Series.
Chapter 11, “Developing Political Strategy and Putting It into Action in the Policy-Enacting Task” (pp. 372-419)

Plummer, S.-B, Makris, S., Brocksen S. (Eds.). (2014). Social work case studies: Concentration year.Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
“Social Work Policy: Children and Adolescents. The Case of Susanna” (pp. 57–60)
“Social Policy and Advocacy: Violence Prevention” (pp. 53–55)

McNutt, J. (2011). Is social work advocacy worth the cost? Issues and barriers to an economic analysis of social work political practice. Research on Social Work Practice, 21(4), 397–403. doi:10.1177/1049731510386624.

Sherraden, M. S., Slosar, B., & Sherraden, M. (2002). Innovation in social policy: Collaborative policy advocacy. Social Work, 47(3), 209–221

Describe the health-related program for which you are creating the logic model Create a logic model for your selected health-related program

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Logic Models

For this assignment, you will create a logic model for a  health-related program. You may create a fictitious program “from  scratch” for your model or you can base it on a pre-existing program. If  you select a pre-existing program, you are encouraged to consider  choosing a program or initiative that you are familiar with or involved  in (e.g. a program at your workplace, a community volunteer organization  initiative, a program at your child’s school, etc.) Your logic model  must be unique, created by you specifically for this assignment, and may  not be based on an already-existing logic model for a program. Note  that there is no one “correct” format for a logic model. The readings  provide various templates and examples of what a logic model can look  like. Consider using the exercises in the W.K. Kellogg Foundation Logic Model Development Guide (Links to an external site.)  (2006) to inform your own process. Your logic model must contain at  least the three basic components of logic models (inputs, outputs, and  outcomes; as described in Figure 12.1 in the textbook), but should also  incorporate as many additional components as necessary to fully describe  the logic of your program. You may choose to do this assignment as a written paper or as a screencast presentation.
In a four to five double-spaced paper or an approximately eight minute  presentation (one page/slide of which must be the actual logic model  diagram):

  • Describe the health-related program for which you are creating the logic model
  • Create a logic model for your selected health-related program
  • Specify which program components are included in each section of the model
  • Outline the forward logic (moving forward from the activities) and  reverse logic (moving backwards from the effects) of your model (see  CHD, 2014 from our readings for more details on this)
  • Justify the logic and order of each component included in the model