Electronic Advocacy and Social Welfare Policy Education

Moon, Sung Seek; DeWeaver, Kevin L.

doi:10.1300/j067v25n01_04

Cited by 12 publications

(3 citation statements)

References 18 publications

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“…Here, media is perceived as a source of knowledge on policy topics and on how social problems can be constructed, as well as a vehicle for policy advocacy (Brawley, ; Brawley & Martinez‐Brawley, ; DeRigne, ; Lens, ; Miller‐Cribbs, Cagle, Natale, & Cummings, ). Not surprisingly, given the growing role of social media, electronic advocacy is another common subject of articles in this category (Dunlop & Fawcett, ; Fitzgerald & McNutt, ; Moon & DeWeaver, ). Also suggested are the emulation of professional policy documents as assignments (DeRigne, ) and the incorporation of policy analyses into fieldwork (Cates & Lohmann, ).…”

Section: Resultsmentioning

confidence: 99%

Policy practice in social work education: A literature review

Weiss‐Gal

2016

Int J Soc Welfare

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social work curricula; research on students' preferences with regard to PP; recommendations on what to include in PP education; descriptions of actual pedagogical methods and courses; evaluations of actual pedagogical methods; and tools for assessing PP competencies. Most of this discourse was devoted to descriptions of PP courses and teaching methods and much less to systematic evaluation of PP teaching. Key Practitioner Message: • Policy practice education is playing a growing role in social work training at both the Bachelor of Social Work (BSW) and Master of Social Work (MSW) levels; • The literature suggests a wide range of innovative experiential approaches in class and in actual policy arenas; • To further strengthen the field, systematic evaluations of policy practice teaching innovations are required.

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Section: Resultsmentioning

confidence: 99%

Policy practice in social work education: A literature review

Weiss‐Gal

2016

Int J Soc Welfare

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“…Literature on teaching advocacy for social work students generally highlights two main approaches to this work: (1) activities or project-based experiential learning (Rocha, 2000;Salcido & Manalo, 2002); and (2) in-class, skills-based learning (Moon & DeWeaver, 2005;Moore & Johnston, 2002;Powell & Causby, 1994;Sundet & Kelly, 2002;Wolfer & Gray, 2007). This project uses a case-based learning (CBL) model.…”

Section: Advocacy and Policy Practice In Social Workmentioning

confidence: 99%

A Case-based Collaborative Learning Model for Teaching Advocacy

Kilbane¹,

Freire²,

Hong³

et al. 2014

Social Work Education

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Social work graduate school programs focusing on clinical practice have traditionally attended less to the profession's advocacy role. Masters-level clinical social work students, therefore, may not receive adequate training to understand their roles in advocating for or against policies that directly impact their practice. This article proposes a collaborative learning model called 'Advocacy Week', which prepares students for a statewide NASWsponsored Advocacy Day. Using case presentations prepared in collaboration with clinical and policy social work faculty, aspiring clinical social work practitioners are exposed to the relevance of advocacy. Preliminary findings suggest that graduate students exposed to this model become aware of their advocate role as part of their clinical practice, a knowledge which has implications for social work education.

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“…Marlin-Bennett (2004), in an extensive study of the control of information in cyberspace, concludes that individuals and groups have more power in cyberspace than in other contexts. The National Association of Social Workers in the United States, for example, uses the Internet to harness public support and to then lobby politicians and policy-makers (Moon and DeWeaver, 2005). This is not to deny the power of organizations to mobilize resources to acquire and generate technologies for the purpose of social control but individuals and groups can harness information technologies to gain more control over information flows.…”

Section: Political Empowermentmentioning

confidence: 99%

Reclaiming Information and Communication Technologies for Empowering Social Work Practice

Parrott

Madoc-Jones

2008

Journal of Social Work

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This article argues that ICT has been viewed with suspicion and has been narrowly used in social work primarily for managerial and monitoring purposes. In light of the emphasis within social work on empowerment, the potential of ICT to facilitate empowering practice is explored • Findings: The article argues the social work profession should more actively challenge and resist the limited use made of ICT, and promote the appropriate use of ICT to improve social work practice and empower service users. • Applications: The article provides a rationale for using ICT in social work to address issues of service user powerlessness and economic and social exclusion. The potential uses to which ICT might be put within social work are discussed and examples are given of innovative social practice using ICT that could be usefully developed more widely. Keywords empowerment information technology social workThis article explores how ICT (information and communication technology) has been used in social work and argues that the social work profession needs to reclaim ICT for practice-oriented and service user-focused outcomes. The article begins by discussing the phenomenal spread of ICT in the developed

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Electronic Advocacy and Social Welfare Policy Education

Cited by 12 publications

References 18 publications

Policy practice in social work education: A literature review

Policy practice in social work education: A literature review

A Case-based Collaborative Learning Model for Teaching Advocacy

Reclaiming Information and Communication Technologies for Empowering Social Work Practice

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