AFA1601_SWOT
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This document contains a SWOT analysis for Action for Autism. The strengths include having an honest and emotionally compelling cause that has wide appeal. The weaknesses note that housing areas and programs need more specificity before proceeding. Opportunities exist to set an example of community inclusion for adults with autism and improve Penn State's image. Threats include attracting negative media attention if destroying the Second Mile organization is handled poorly, offending people through incorrect language, and the project stalling due to lack of funding.
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Expanding
Our
Understanding
of Social
Change
A Report From the
Definition Task Force of the
HLC Special Emphasis
Project
Darragh Callahan, Elizabeth Wilson, Ian Birdsall,
Brooke Estabrook-Fishinghawk, Gary Carson,
Stephanie Ford, Karen Ouzts, Iris Yob
Expanding Our Understanding (July 2012) Page 2
Academic Offices
100 Washington Avenue South, Suite 900
Minneapolis, MN 55401
Phone: 1-612-338-7224 or 1-800-WALDENU (1-800-
925-3368)
Fax: 1-612-338-5092
Administrative Offices
650 S. Exeter Street
Baltimore, MD 21202
Phone: 1-866-4WALDEN (1-866-492-
5336)
Fax: 1-410-843-8104
Walden University is accredited by The Higher Learning Commission and a member of the North
Central Association, www.ncahlc.org.
Walden University practices a policy of nondiscrimination in admission to, access to, and
employment in its programs and activities. Walden does not discriminate on the basis of race,
color, sex, age, religion or creed, marital status, disability, national or ethnic origin, socioeconomic
status, sexual orientation, or other legally protected status.
Walden is committed to providing barrier-free access to its educational services and makes
appropriate and reasonable accommodations when necessary. Students requesting
accommodations per the Americans with Disabilities Act (ADA) must contact the Office of
Disability Services at [email protected]
© 2012 Walden University, LLC
http://www.ncahlc.org/
mailto:[email protected]
Expanding Our Understanding (July 2012) Page 3
Social change is defined broadly in terms of process and product to indicate that all kinds of
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and alumni have indicated, even small acts can have large consequences, and many of these
consequences are unpredictable. The charge given to the Definition Task Force was to expand
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assessing the social change mission at Walden. To that end, the Task Force offers the following
considerations.
To bring about long-term solutions and promote lasting effects through the process of social
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purposes of each program. The features are grouped under the headings Knowledge, Skills, and
Attitudes, to encourage a holistic approach to preparing learners for social change. The
groupings, however, are defined by soft boundaries because each feature belongs primarily to
one group but may share some of the qualities of the other groups.
A. Knowledge
1. Scholarship
The scholar-practitioner model is particularly suited to social change because knowledge
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Chapter 4 ADVOCACY IN SOCIAL WORK Learning Objectives A
Chapter 4: ADVOCACY IN SOCIAL WORK
Learning Objectives
After reading this chapter, you should be able to
1. Differentiate case advocacy and cause advocacy.
2. Summarize the ethical issues involved in advocacy.
3. Explain how advocacy is a signature aspect of social work practice.
4. Identify costs and benefits associated with advocacy.
5. Describe a cycle of advocacy.
6. List and describe four tenets of the dynamic advocacy model.
Nancy Advocates to Professionalize
Social Work in Her State
Nancy is a SSW-level social worker residing in a state that recognizes and provides licensure only
for MSW-level clinical social workers who have passed a national examination and completed at
least 2 years of supervised clinical experience. The license is what allows clinical social workers
to enter private practice with individuals and families, obtain reimbursement through insurance
companies and other third parties, and tap into public funding sources. In contrast, BSW and
nonclinical MSW social workers have been limited to obtaining state certifications in social work.
These certifications lack credibility with potential clients and funding sources.
In Nancy's state, human service organizations rarely require proof of certificat ion or of a
degree in social work for employment as a social worker in nonclinical settings. So by law,
just about anyone with at least a bachelor's degree can choose to be called a social worker.
People who have majored in psychology, sociology, criminal justice, history, and English routinely
obtain employment in human service and mental health agencies in her state. They often refer
to themselves as social workers, care managers, caseworkers, and intervention specialists. As
a result, the general public believes that the term social worker can be applied to nearly anyone
doing good for others.
Nancy worked hard for her BSW degree and wonders how nonprofessionals can effectively
do the work without the training she has received. It seems to her that the potential for doing
harm is high.
The important point here is that Nancy is thinking and acting as an advocate. To ensure that
clients receive quality services from competent social workers, Nancy works with her National
Association of Social Workers state chapter and local social work educators to promote
state legislation that will establish licensure and title protection for all social workers. As their
recommended changes in state laws are considered, social workers and some client groups
have also been talking with administrators of social work agencies about how important it is to
require that every "social worker" in a human service position have a social work degree and be
appropriately educated.
58 PART 1 Understanding Social Work
A Social workers can act as advocates for their clients by promoting legislation
that has a positive effect on the community.
T he element of social work that grea ...
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Definition Task Force of the
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Project
Darragh Callahan, Elizabeth Wilson, Ian Birdsall,
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Academic Offices
100 Washington Avenue South, Suite 900
Minneapolis, MN 55401
Phone: 1-612-338-7224 or 1-800-WALDENU (1-800-
925-3368)
Fax: 1-612-338-5092
Administrative Offices
650 S. Exeter Street
Baltimore, MD 21202
Phone: 1-866-4WALDEN (1-866-492-
5336)
Fax: 1-410-843-8104
Walden University is accredited by The Higher Learning Commission and a member of the North
Central Association, www.ncahlc.org.
Walden University practices a policy of nondiscrimination in admission to, access to, and
employment in its programs and activities. Walden does not discriminate on the basis of race,
color, sex, age, religion or creed, marital status, disability, national or ethnic origin, socioeconomic
status, sexual orientation, or other legally protected status.
Walden is committed to providing barrier-free access to its educational services and makes
appropriate and reasonable accommodations when necessary. Students requesting
accommodations per the Americans with Disabilities Act (ADA) must contact the Office of
Disability Services at [email protected]
© 2012 Walden University, LLC
http://www.ncahlc.org/
mailto:[email protected]
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the university’s definition of social change to provide more guidance for teaching, learning, and
assessing the social change mission at Walden. To that end, the Task Force offers the following
considerations.
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change, the following features may need to be considered as appropriate to the context and
purposes of each program. The features are grouped under the headings Knowledge, Skills, and
Attitudes, to encourage a holistic approach to preparing learners for social change. The
groupings, however, are defined by soft boundaries because each feature belongs primarily to
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A. Knowledge
1. Scholarship
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NEW YORK CITY – January 9, 2009: Dr. Shelly Wimpfheimer, LMSW, the executive director of the Partnership for After School Education (PASE), recently traveled to Jerusalem to present on PASE’s Partners in Healing program, which builds the capacity of community-based organizations to help youth deal with traumatic experiences.
Grit the skills for success and how they are grown
The document discusses the importance of developing social, emotional, and motivational skills in education. It argues that the current education system focuses too heavily on academic skills and standardized testing, neglecting skills like creativity, collaboration, resilience, and grit that are valuable for students' well-being and future success. Research shows these "non-cognitive" skills can be developed through education and are highly valued by employers. The document examines frameworks for understanding these skills and innovative projects aimed at cultivating them in students.
Chapter 4 ADVOCACY IN SOCIAL WORK Learning Objectives A
Chapter 4: ADVOCACY IN SOCIAL WORK
Learning Objectives
After reading this chapter, you should be able to
1. Differentiate case advocacy and cause advocacy.
2. Summarize the ethical issues involved in advocacy.
3. Explain how advocacy is a signature aspect of social work practice.
4. Identify costs and benefits associated with advocacy.
5. Describe a cycle of advocacy.
6. List and describe four tenets of the dynamic advocacy model.
Nancy Advocates to Professionalize
Social Work in Her State
Nancy is a SSW-level social worker residing in a state that recognizes and provides licensure only
for MSW-level clinical social workers who have passed a national examination and completed at
least 2 years of supervised clinical experience. The license is what allows clinical social workers
to enter private practice with individuals and families, obtain reimbursement through insurance
companies and other third parties, and tap into public funding sources. In contrast, BSW and
nonclinical MSW social workers have been limited to obtaining state certifications in social work.
These certifications lack credibility with potential clients and funding sources.
In Nancy's state, human service organizations rarely require proof of certificat ion or of a
degree in social work for employment as a social worker in nonclinical settings. So by law,
just about anyone with at least a bachelor's degree can choose to be called a social worker.
People who have majored in psychology, sociology, criminal justice, history, and English routinely
obtain employment in human service and mental health agencies in her state. They often refer
to themselves as social workers, care managers, caseworkers, and intervention specialists. As
a result, the general public believes that the term social worker can be applied to nearly anyone
doing good for others.
Nancy worked hard for her BSW degree and wonders how nonprofessionals can effectively
do the work without the training she has received. It seems to her that the potential for doing
harm is high.
The important point here is that Nancy is thinking and acting as an advocate. To ensure that
clients receive quality services from competent social workers, Nancy works with her National
Association of Social Workers state chapter and local social work educators to promote
state legislation that will establish licensure and title protection for all social workers. As their
recommended changes in state laws are considered, social workers and some client groups
have also been talking with administrators of social work agencies about how important it is to
require that every "social worker" in a human service position have a social work degree and be
appropriately educated.
58 PART 1 Understanding Social Work
A Social workers can act as advocates for their clients by promoting legislation
that has a positive effect on the community.
T he element of social work that grea ...
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