Political Practica: Educating Social Work Students for Policymaking

Inspiring and Training Students for Social Action: Renewing a Needed Tradition

“…Several prominent scholars have suggested that social workers' political participation is a learned behavior that can be profoundly affected by socialization to political activity when they are students (Abramovitz, 1993;Haynes & Mickelson, 2010;Wolk et al, 1996). This link has been documented through experiential activities that reinforce the principles of case to cause, the connectedness of practice to policy, and the empowering experiences of advocacy (Hamilton & Fauri, 2001).…”

“…New scholarship has added to our knowledge of the scope and impact of social workers elected to public offices in the United States (Lane, 2011); variables that predict social workers' political activity (Andrews, 1998;Enzell, 1993;Hamilton & Fauri, 2001;Parker & Sherraden, 1991;Ritter, 2008;Wolk, 1981); and the reasons many find it difficult to involve themselves in social action (Hartnett, Harding, & Scanlon, 2005;Rocha et al, 2010). As educators, especially in social work schools with a clinical or direct practice focus, helping students see both the relevance and the importance of social justice in their work is the first challenge; teaching strategies and skills in this area is the second (Figueira-McDonough, 1993;Wolk, Pray, Weismiller, & Dempsey, 1996). Initially, social work students may be more prepared and motivated for interpersonal practice than for policy practice (Hymans, 2000).…”

“…This link has been documented through experiential activities that reinforce the principles of case to cause, the connectedness of practice to policy, and the empowering experiences of advocacy (Hamilton & Fauri, 2001). Evidence suggests that professional social workers who have had some active political participation as students are more likely to become involved in political activity as practitioners (Wolk, Pray & Dempsey, 1996;Wyers, 1991). Powell and Causby (1994) studied results of a "Legislative Advocacy Day" intervention, finding that students reported greater empowerment, efficacy, and ability to bridge the gap between policy and practice.…”

iPolicy: Exploring and Evaluating the use of iPads in a Social Welfare Policy Course

“…Students use critical thinking skills to explore issues of oppression and identify methods for policy analysis and advocacy. However, social welfare policy courses are often viewed by students as boring, irrelevant, unpopular, or outside the sphere of their practice interests (Anderson & Harris, 2005;Leukefeld, 2011;Morris, 2000;Wolk, Pray, Weismiller, & Dempsey, 1996). Leukefeld (2011) provides an overview of various theories and teaching methodologies identified in the literature.…”

Field Note—Integrating Policy and Political Content in BSW and MSW Field Placements

“…Results of the two national studies of P/PSW field content suggest most social work students may not have field-based opportunities to become competent in P/PSW practice. Wolk, Pray, Weismiller, and Dempsey (1996) found political placements in less than 20% of bachelor of social work (BSW) and less than 50% of master of social work (MSW) programs. Dickinson (2007) found one third of BSW programs had placements that emphasized policy content; of 4,872 field students, 124 were in policy-only placements.…”