Social Policy and Social Change
Toward the Creation of Social and Economic Justice
Second Edition
by Jillian Jimenez, Eileen Mayers Pasztor, Ruth M. Chambers and Cheryl Pearlman Fujii
Instructor Resources
SAGE Journal Articles
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Chapter 1. Introduction
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Article 1: Donaldson, L.P. & Shields, J. (2009). Development of the Policy Advocacy Behavior Scale: Initial Reliability and Validity. Research on Social Work Practice, 19(1), pp. 83-92.
The authors developed a tool to measure the policy advocacy behavior of nonprofit human service agencies. Organizational demographic and policy advocacy behavior data were collected from 43 nonprofit human service agencies. The researchers determined that the Policy Advocacy Behavior Scale will be a useful tool to identify social work practice models that integrate policy advocacy methods.
Questions to Consider:
1. What are some of the characteristics of non-profit agencies that tend to engage in advocacy?
2. What are some of the core dimensions of advocacy behavior?
3. How did the authors measure the validity and reliability of this tool?
Article 2: Brandt, M.J., Reyna, C., Chambers, J.R., Crawford, J.T., & Wetherell, G. (2014). The Ideological-Conflict Hypothesis: Intolerance Among Both Liberals and Conservatives. Current Directions in Psychological Science, 23(1). pp. 27-34.
Although previous research has indicated that political conservatives appear more intolerant toward a variety of groups than political liberals, studies conducted by these authors indicate that liberals and conservatives express similar levels of intolerance toward ideologically dissimilar and threatening groups.
Questions to Consider:
1. How does motivated information processing impact an individual’s ability to form impressions?
2. How does worldview violation lead to intolerance?
3. What are some of the issues that would benefit from further exploration, based on the findings of these authors?
Chapter 2. The Nature of Social Policy
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Article 1: Almog-Bar, M. & Schmid, H. (2014). Advocacy Activities of Nonprofit Human Service Organizations: A Critical Review. Nonprofit and Voluntary Sector Quarterly, 43 (1). pp. 11-35.
This article reviews a variety of research on policy advocacy by nonprofit human service organizations. The characteristics and contributions of advocacy are identified, as well as the prevalence and effectiveness of policy advocacy activities.
Questions to Consider:
1. How has the definition of advocacy shifted over time?
2. What is the current state of advocacy in nonprofit human service organizations?
3. In what way does dependence on government funding impact advocacy activities?
Article 2: Lysack, M. (2015). Effective policy influencing and environmental advocacy: Health, climate change, and phasing out coal. International Social Work, 58 (3). pp. 435-447.
This article profiles a policy-influencing alliance of health and environmental non-governmental organizations and explores the role of social work in developing effective policy change for phasing out coal in Alberta. The development of this network, its strategies, challenges, and successes are highlighted with an analysis of the elements of effective policy advocacy as a key social work practice.
Questions to Consider:
1. What is the role of collaborating with other agencies when engaging in macro level policy advocacy? What are some examples of the author’s use of this strategy?
2. How can social workers build the capacity of policy-influencing politicians?
3. What are some communication skills that can be used to mobilize public opinion and action? How were they used by the author?
Chapter 3. The Social Work Profession and Social Justice
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Article 1: Curry-Stevens, A. (2012). Persuasion: Infusing advocacy practice with insights from anti-oppression practice. Journal of Social Work, 12(4), pp. 345-363.
This article examines the potential use of persuasive policy practice for social workers, encouraging practitioners to move away from a value-neutral position of social work (where practitioners avoid using their influence to obtain specific outcomes) to exploring the strategic value of being as persuasive as possible, in order to advance social justice among policymakers. The goal is to identify motivators which have been shown to enlist support from power holders in social justice issues.
Questions to Consider:
1. How does persuasion have an influence on building consensus rather than focusing on a conflict-oriented approach?
2. Describe four of the categories of motivators that can be used to motivate people from privileged groups to support social justice.
3. What are two drawbacks to utilizing the framework suggested by the authors, and how can they be addressed?
Article 2: Craig, R.W. (2007). A Day in the Life of a Hospital Social Worker: Presenting Our Role Through the Personal Narrative. Qualitative Social Work,6(4), pp. 431-446.
The author describes the use of personal narrative as a tool of advocacy for both social workers and individual clients. In using storytelling as a means of advocating for the social work profession, social workers are able to also advocate for services for clients.
Questions to Consider:
1. What is social work’s “second voice” and how has it impacted the perception of the profession of social work?
2. How did the author incorporate advocacy in her Day in the Life narrative?
3. The author utilizes personal narrative in the context of hospital social work. In what other contexts do you see this strategy as applicable? How could this be utilized with vulnerable populations?
Article 3: Chu, W.C., Tsui, M., & Yan, M. (2009). Social work as a moral and political practice. International Social Work, 52(3), pp. 287-298.
The authors identify the connection between social justice and the enhancement of people’s well-being and problem-solving capacities. Their belief is that “The quest for social justice must be undertaken hand in hand with the quest for individual well-being, societal harmony and mutual respect.”
Questions to Consider:
1. In what ways is social work a profession characterized by humanistic values? How are these put into practice?
2. How are social workers able to balance the dual roles of social work: to pursue social justice and to safeguard individual well-being?
3. How does a social work response to social injustice lead to enhanced well-being for individual clients?
Chapter 4. Historical Values Influencing Social Problems and Social Policies
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Article 1: Burstein, P., Bauldry, S., & Froese, P (2005). Bill Sponsorship and Congressional Support for Policy Proposals, from Introduction to Enactment or Disappearance. Political Research Quarterly, 58(2), pp. 295-302.
This article identifies strategies to enhance support for policy proposals through the legislative process. The authors suggest that trends in sponsorship provide a good way to measure support for particular proposals for policy change
Questions to Consider:
1. What are some challenges to identifying the level of support that was available for a policy that never achieved the level of a vote?
2. Describe two approaches to measuring congressional support for policy proposals early in the policy process.
3. What is the difference between support for a single bill and support for a policy proposal?
Chapter 5. The Market Economy and Social Justice
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Article 1: Wexler, H.K., Lurigio, A.J., & Rodriguez, P.F. (2011). Reforming the Criminal Justice System in the United States: Issues and Recommendations.The Prison Journal, 91(3), suppl: pp. 1S-11S.
This article describes a bipartisan approach to criminal justice changes through the National Criminal Justice Commission. Issues addressed include the alternating emphasis on rehabilitation and punishment, overcrowded prisons, and correctional budgets that have drained money from educational and social programs.
Questions to Consider:
1. What type of advocacy efforts do you think were needed to establish the National Criminal Justice Commission?
2. What were some of the findings of the Commission, and how could advocates use this information for criminal justice system reform?
3. What are some strategies of the Justice Reinvestment Initiative Model?
Chapter 6. Oppression and Social Justice in the United States
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Article 1: Hildebrandt, E. & Kelber, S.T. (2012). TANF Over Time: The Tale of Three Studies. Policy, Politics, & Nursing Practice, 13(3), pp. 130-141.
The authors compare the experiences of women from three studies who were in different stages of participation in Temporary Assistance for Needy Families (TANF). Information gathered adds to the evidence base on which the TANF policy is based, and is available for advocacy attempts that aim to modify the policy to increase the success of the women who participate in it.
Questions to Consider:
1. What are the three categories of individuals who leave TANF?
2. What was the impact of health problems on the participants in the studies?
3. How did participants in the terminated group compare with participants who continued to be eligible?
Article 2: Vanderkooy, P. & Nawyn, S.J. (2011). Identifying the Battle Lines: Local-National Tensions in Organizing for Comprehensive Immigration Reform. American Behavioral Scientist, 55(9), pp. 1267-1286.
This article describes efforts to increase the civic engagement of individual immigrants, to build the capacity of immigrant organizations in civic engagement, and to build local-to national relationships. The authors compare two levels of engagement: local community organizing and national collaborations.
Questions to Consider:
1. Describe the relationships that local immigrant organizations developed with national advocacy organizations and coalitions.
2. How does the statewide coalition of immigrant organizations described in this article prioritize its efforts?
3. How did this coalition advocate at the national and local levels? How did these efforts differ?
Article 3: Jacobson, R.D. (2011). The Politics of Belonging: Interest Group Identity and Agenda Setting on Immigration. American Politics Research, 39(6), pp. 993-1018.
This article explores how interest groups select policy positions, and the shifting stances on the issue of immigration for three groups. Changes in what the group stands for, who the group represents, and who belongs can impact these decisions, along with changes in the political terrain.
Questions to Consider:
1. Why did the author select immigration as an issue to explore shifting agendas of national interest groups? How could this information be useful in advocacy?
2. How do interest groups establish agendas and make decisions to support policies?
3. What impacted the shift in position on the issue of immigration for the three groups profiled in this article?
Chapter 7. Income Support Policies and Social Justice
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Article 1: Laraia, B.A., Dodds, J. & Eng, E. (2003). A Framework for Assessing the Effectiveness of Antihunger Advocacy Organizations. Health Education & Behavior, 30 (6). pp. 756-770.
Antihunger advocacy organizations seek to alleviate hunger at the local, state, and federal levels, and many have been instrumental in advocating for state and federal food policy. This article identifies 19 important characteristics of these advocacy organizations that indicate capacity, performance, achievement, and effectiveness.
Questions to Consider:
1. How have antihunger agencies evolved, and how could they best be described today?
2. What is the difference between organizations that are identified as having rational systems, natural systems, and open systems? How do you think advocacy might differ among these systems?
3. Describe the different categories of characteristics identified by the authors as being promotive of effectiveness in antihunger organizations.
Chapter 8. Housing and Social Justice
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Article 1: Grodofsky, M.M. (2012). Community-based human rights advocacy practice and peace education. International Social Work, 55(5), pp. 740-753.
This article reviews the relationship between community-based human rights advocacy practice and peace education. It explores ways in which the two strategies can enhance social work practice that promotes the advancement of sustainable peace in regions that experience significant political conflict.
Questions to Consider:
1. What is the difference between direct peace education and indirect peace education?
2. What changes were experienced by the social work professionals as they moved through the training process?
3. What strategies were implemented as a result of the training, and what was their impact?
Article 2: Bradley, J.M., Werth, J.L., & Hastings, S.L. (2012). Social Justice Advocacy in Rural Communities: Practical Issues and Implications. The Counseling Psychologist, 40(3), pp. 363-384.
The authors identify a framework for utilizing advocacy skills in rural areas, where practitioners may be more involved in the community. There may be a limited number of mental health professionals and few resources in these communities.
Questions to Consider:
1. In what ways might a rural environment impact a professional’s decision to share information on personal political persuasion?
2. What are some of the challenges for mental health practitioners in rural communities?
3. What are some of the potential impacts of advocacy on a rural community?
Chapter 9. Child Welfare Policies and Social Justice
Article 1: Gormley, W.T. & Cymrot, H. (2006). The Strategic Choices of Child Advocacy Groups. Nonprofit and Voluntary Sector Quarterly, 35(1), pp. 102-122.
This article reviews the strategies utilized by 50 child advocacy groups seeking to influence public policy at the state level. Strategic options identified include insider strategies, outsider strategies, coalition building, and public policy research, as well as the issue of friends and enemies in the political environment.
Questions to Consider:
1. What are some of the threats and opportunities faced by interest groups?
2. What is the difference between insider strategies and outsider strategies?
3. What were the findings of the study conducted by the authors?
Article 2: Dinour, L.M. (2015). Conflict and Compromise in Public Health Policy: Analysis of Changes Made to Five Competitive Food Legislative Proposals Prior to Adoption. Health Education & Behavior, 42 (1), pp. 76S-86S.
This article describes the policy formation processes related to five bills related to the availability of healthful food in schools. Many states have adopted legislation to limit the accessibility of unhealthy food options for children in school.
Questions to Consider:
1. What are advocacy coalitions, and what makes them effective?
2. Each of the states made changes to the bills that resulted in compromises. Select one of the states and describe how the compromises may have weakened the original intent of the bill.
3. Select a public health issue and describe how you might utilize an advocacy coalition. Identify at least five participants.
Article 3: Scott, W.R., Deschenes, S., Hopkins, K., Newman, A., & McLaughlin, M. (2006). Advocacy Organizations and the Field of Youth Services: Ongoing Efforts to Restructure a Field. Nonprofit and Voluntary Sector Quarterly, 35(4), pp. 691-714.
This article examines how advocacy organizations bring about new conceptions of youth, influence the organization of the field, and ultimately change the way public policy addresses youth’s needs.
Questions to Consider:
1. How did the perspective of healthy development for youth impact the development of policy?
2. What is an organizational field and how is it used in the context of advocacy?
3. How do advocacy organizations play a part in influencing policy?
Article 4: Armstrong, M.I., Evans, M.E., & Wood, V. (2000). The Development of a State Policy on Families as Allies. Journal of Emotional and Behavioral Disorders, 8(4), pp. 240-248.
This article describes one state’s efforts to develop a policy regarding involvement of parents in planning, services research, and system structural reform. The authors identify the stages of parent involvement in policymaking and share recommendations for a “families as allies” policy.
Questions to Consider:
1. Describe the initiation of the “families as allies” activities.
2. How did the strategies differ at the state level and local level?
3. Describe the stages of family involvement in policymaking identified by the authors.
Article 5: Fader, J.J., Lockwood, B., Schall, V.L., & Stokes, B. (2015). A Promising Approach to Narrowing the School-to-Prison Pipeline: The WISE Arrest Diversion Program. Youth Violence and Juvenile Justice, 13(2), pp. 123-142.
This article evaluates the WISE Arrest Diversion Program by comparing school conduct of participants and school-based arrests, pre-and post-implementation. The program aims to narrow the school-to-prison pipeline.
Questions to Consider:
1. What advocacy strategies may have been utilized in the establishment and implementation of the WISE Arrest Diversion Program?
2. What were some of the outcomes of the WISE Arrest Diversion Program?
3. How could the WISE Arrest Diversion Program serve as a resource to advocates?
Chapter 10. Health, Mental Health, and Social Justice
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Article 1: Cook, J.A., & Jonikas, J.A. (2002). Self-Determination Among Mental Health Consumers/Survivors: Using Lessons From the Past to Guide the Future. Journal of Disability Policy Studies, 13(2), pp. 88-96.
This article traces the history of self-determination for individuals with mental health issues, describes major barriers to self-determination, presents several theories of self-determination with potential relevance for mental health consumers, and offers ways in which self-determination and consumer control might be achieved both within and outside of service systems.
Questions to Consider:
1. How has the concept of self-determination for mental health consumers changed since early advocacy efforts? What has been the impact of deinstitutionalization?
2. What are some of the key barriers to self-determination for mental health consumers?
3. What is the connection between self-determination and an individual’s capacity to thrive?
Article 2: Howze, E.H. & Redman, L.J. (1992). The Uses of Theory in Health Advocacy: Policies and Programs. Health Education & Behavior 19(3), pp. 369-383.
This article describes strategies and theories used by a statewide coalition called the Health Promotion and Education Council of Virginia in its advocacy effort to reduce premature and preventable death and disability in the state. The work of The Council resulted in a legislative study and health-related legislation.
Questions to Consider:
1. What strategies were used in building the council’s capacity for advocacy?
2. What was the process that led to the identification of the three main issues for the legislative study?
3. How was the theory of diffusion of innovation utilized by the council?
Article 3: Ruggiano, M., Whiteman, K. & Shtompel, N. (2014). “If I Don’t Like the Way I Feel With a Certain Drug, I’ll Tell Them.”: Older Adults’ Experiences With Self-Determination and Health Self-Advocacy. Journal of Applied Gerontology, 0733464814527513.
This article examines perceptions of older adults’ health self-advocacy behaviors and the context under which they self-advocate for their chronic conditions. Concern over quality of life is the most common motivator for older adults to engage in health self-advocacy, suggesting that providers may help facilitate self-determination by framing health communication within the context of quality of life.
Questions to Consider:
1. What is health self-advocacy, and what are some factors that impact an individual’s participation in it?
2. What is the relationship between Self-Determination Theory and health self-advocacy?
3. What might influence an older adult’s decision to not self-advocate, and how might a social worker support this client in making a shift to the decision to self-advocate?
Article 4: Lynch, M., Estes, C.L., & Hernandez, M. (2005). Chronic Care Initiatives for the Elderly: Can They Bridge the Gerontology-Medicine Gap? Journal of Applied Gerontology, 24 (2), pp. 108-124.
The authors describe initiatives designed to meet the chronic health needs of the elderly and strategies used by policy advocates who have worked to improve services for elders with chronic health problems within the Medicare program.
Questions to Consider:
1. Describe the three major categories of chronic care programs for older adults.
2. In what ways do the described federal and state programs differ from each other?
3. What is the difference between case management programs and disease management programs?
Article 5: Kiselica, M.S. (2004). When Duty Calls: The Implications of Social Justice Work for Policy, Education, and Practice in the Mental Health Professions. The Counseling Psychologist, 32 (6). pp. 838-854.
The authors describe several implications of social justice work for policy, education, and practice in the mental health professions. Recommendations for mental health practitioners include lobbying for policies that compensate practitioners for social justice work and primary prevention, participating in interdisciplinary social justice programs, advocating for clients who are too overwhelmed to advocate for themselves, and balancing confrontation with engagement when challenging unjust systems and practices.
Questions to Consider:
1. The author asserts that “mental health professionals must lobby for policies that compensate practitioners for social justice work and primary prevention.” What are the challenges to this, and how can it be accomplished?
2. What are some of the trade-offs that occur when social justice work becomes a concentration in the curriculum?
3. How can professionals best advocate for consumers who are too overwhelmed to advocate for themselves?
Article 6: Gold, P.B., Glynn, S.M., & Mueser, K.T. (2006). Challenges to Implementing and Sustaining Comprehensive Mental Health Service Programs. Evaluation & the Health Professions, 29(2). pp. 195-218.
The authors describe efforts to implement the use of Evidence Based Practices for mental health consumers. The evolution of the mental health service system is described, along with the challenges of facilitating consumer advocacy for access to research supported interventions.
Questions to Consider:
1. How did grassroots advocacy movements impact mental health service delivery?
2. What are the three issues likely impede consumer advocacy for access to Evidence-Based Practices?
Chapter 11. Social Justice in the 21st Century
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Article 1: Tappe, M.K. & Galer-Unti, R. (2013) U.S. Policies for School Health Education: Opportunities for Advocacy at the Local, State, and National Levels.
Health Promotion Practice, 14(3), pp. 328-333.
Health Promotion Practice, 14(3), pp. 328-333.
The purpose of this article is to provide information about the key legislation that is being used to promote school health education in the United States. The authors identify opportunities for lobbying for the continuance of existing legislation, advocating for state and local implementation of these policies, and advocating for a more complete legislative strategy for school health education.
Questions to Consider:
1. What are some of the benefits of school wellness policies?
2. Describe some of the resources currently in place that could be utilized for the development of policy related to comprehensive school health education.
3. What ideas do you have for some advocacy activities at the local, state, and national level related to school health education?
Article 2: Scott, J., Lubienski, C., & DeBray-Pelot, E. (2009). The Politics of Advocacy in Education. Educational Policy, 23(1), pp. 3-14.
This article describes three key areas of advocacy in education, including 1) Congress, states, and the courts, 2) Think tanks and philanthropies, and 3) Sociopolitical movements.
Questions to Consider:
1. Describe the “four strata in which policy elites are especially effective at realizing their social agendas.”
2. Describe the advocacy terrain of sociopolitical movements.
3. How do advocacy efforts differ among the three advocacy terrains described?