Becoming an Effective Policy Advocate Responses Discussion
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
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.
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.
Jackson, P. (2007). From Stockholm to Kyoto. UN Chronicle, 44(2), 6–10.
- (2021). What is climate change? United Nations. Retrieved December 17, 2021, from https://ww.un.org/en/climatechange/what-is-climat…
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. 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Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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