Who exercised power and oppression in American society and/or your own life? How did they exercise that power and oppression? Why did they exercise power and oppression? How did the exercise of power and oppression benefit them? How would power and oppression be disrupted in your example?

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Power and oppression

Power and oppression are key concepts for many individuals and groups who are not part of dominant social groups. Using material from the readings to support your claims, write an essay of 500 to 750 words (2 to 3 pages) in which you describe an example of power and oppression operating in American society.

Explain your argument to illustrate where power and oppression were exercised by addressing the following questions:

1.)Who exercised power and oppression in American society and/or your own life?
2.)How did they exercise that power and oppression?
3.)Why did they exercise power and oppression?
4.)How did the exercise of power and oppression benefit them?
5.)How would power and oppression be disrupted in your example?

Explains at least three roles community organizations can play in shaping public policy. Makes an argument about what the most effective activity communities or organizations can do to create the most change.

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Introduction to Psychology

Using evidence and concepts from the readings from Introduction to Psychology, and informed by other readings from this course, write an essay that:
1.) explains at least three roles community organizations can play in shaping public policy.
2.)makes an argument about what the most effective activity communities or organizations can do to create the most change.

Your essay must be 500 to 750 words in length (2 to 3 pages), double-spaced, in Times New Roman 12-point font with one-inch margins on all sides. Be sure to proofread and edit your essay carefully. Cite evidence and support the readings in your essay using standard MLA format.

Reading:
1.) Guerrero, Mayra, et al. “Public Policy.” Introduction to Community Psychology: Becoming an Agent of Change, edited by Leonard A. Jason, et al., DePaul University College of Science and Health Full Text Publications, 2019, pp. 265–285
.****** https://via.library.depaul.edu/cshtextbooks/1/********

2.)McKibban, Annie R., and Crystal N. Steltenpohl. “Community Organizing, Partnerships, and Coalitions.” Introduction to Community Psychology: Becoming an Agent of Change, edited by Leonard A. Jason, et al., DePaul University College of Science and Health Full Text Publications, 2019, pp. 286–306.
*****https://via.library.depaul.edu/cshtextbooks/1/********

3.Jones, Robert P., et al. American Democracy in Crisis: Civic Engagement, Young Adult Activism, and the 2018 Midterm Elections. Public Religion Research Institute, 11 Oct. 2018.
*****https://www.prri.org/research/american-democracy-in-crisis-civic-engagement-young-adult-activism-and-the-2018-midterm-elections/******

4.) Atwell, Matthew N., et al. Civic Deserts: America’s Civic Health Challenge. National Conference on Citizenship, Oct. 2017.
******https://ncoc.org/national-reports-typ/civic-deserts/*********

Compare and contrast the concepts of race and ethnicity. How do conflict theorists/theories of political economy explain racial inequality? Define the main points of this theoretical approach. Choose two specific examples of racial inequality from the textbook, readings, or lecture and explain them through a political economy lens.

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Practice Exam Questions

Choose TWO OUT OF THREE questions to answer, in no more than three paragraphs each.

Q1: Compare and contrast the concepts of race and ethnicity. To do this, define each concept and outline the similarities and differences between the concepts. Which concept do you think is more applicable in Canada today, and why? Give at least two specific examples from the lectures or readings to justify which concept is more applicable in Canada today.

Q2: How do conflict theorists/theories of political economy explain racial inequality? Define the main points of this theoretical approach. Choose two specific examples of racial inequality from the textbook, readings, or lecture and explain them through a political economy lens.

Q3: Which of the four explanations for inequality between settlers and Indigenous people do you find the most convincing? Outline the main points of your chosen explanation and why you support it. Give one example of how this explanation also help us understand inequality between non-Indigenous racial/ethnic groups.

You can find answers to the question via the textbook Ch 1-3, 8:
how to access the textbook. How to access textbook: 4. You’ll be brought back to BibliU sign-in page and asked to choose a university/institution, please make sure to select Campus eBookstore (CEI) and click on the Next button. This will direct you to the authentication environment where you then have to enter the same email address and password

Who does the article interview? What does the article leave out? What types of imagery accompany the article? What stance does the article take on the issue? What impression does the reader come away from the article with about the topic?

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Critical News Analysis Essay

News media plays an important role in shaping and reflecting public opinion and public policy in race and ethnicity. Media coverage filters information through framing: “a system of reporting wherein reporters use a particular narrative structure, rely on officials as sources, and invoke public opinion in particular ways that, taken together, serve to marginalize collective actors and their issues” (Wilkes et al 2010, p. 41). In this assignment, you are asked to analyze how the news frames an issue in race and ethnicity that you are interested in.

This essay will be a critical analysis of a news article about your topic. Your topic can be about any location (doesn’t have to be Canadian) but news articles must be in English. The topic can be about any issue in race and ethnic relations: discrimination, conflict, activism, political organizing, etc. This assignment will help students to achieve Learning Objective #4: Draw connections between scholarly work on race and ethnicity, current political events and everyday life.

Your news article must be from a reputable, mainstream news source, i.e. not blogs or niche newsletters – think along the lines of CBC News, New York Times, Globe and Mail, Toronto Star, etc. Articles must be published within the last year (since July 2021).

Consult the U of T Libraries Newspaper Research GuideLinks to an external site. for how to search for news articles. I recommend using Canadian NewsstreamLinks to an external site.. These are also linked to from our course page under the “Assignment Resources” module.

Once you have your article chosen, ask yourself how it frames the topic you’ve chosen. Treat the news articles like data to be analyzed, not like research sources. Ask yourself: Who does the article interview? What does the article leave out? What types of imagery accompany the article? What stance does the article take on the issue? What impression does the reader come away from the article with about the topic?

As you write your analysis, you need to draw on at least two scholarly (peer reviewed) sources. One of these can be the course textbook. Ask yourself: How do your findings compare to other empirical articles on the topic? How do theories of race/ethnicity help explain your findings (refer to chapter 2)? How do historical/contemporary race relations help contextualize your findings?

Look at this policy we want to see how this policy has created a social issue for inner-city youth and how their living conditions make their chance of having negative run-ins with the justice system higher and the chances of going back to jail later in life even higher.

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Juvenile Justice System effects on youth

Juvenile Justice and Delinquency Prevention Act of 1974

Look at this policy we want to see how this policy has created a social issue for inner-city youth and how their living conditions make their chance of having negative run-ins with the justice system higher and the chances of going back to jail later in life even higher.

Do you think Mr. Barron was demonstrating moral awareness or a lack of moral awareness by showing the video of the minstrel show? Explain your position. Do you agree with the assistant principal’s decision to shut down the video during the observation? Was she demonstrating moral awareness or lack of moral awareness? Explain your position.

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Case study

Case Study 1
Teaching Blackface: A Lesson on Stereotypes
In 2014, Alan Barron, a white middle school history teacher who taught for 36 years in Monroe, Michigan, was placed on administrative leave a few weeks before his retirement. Barron’s administration viewed his history lesson as racist. While teaching about racial segregation laws during the Jim Crow era, Barron played a video showing a white entertainer in blackface. During the nineteenth and early twentieth century, white actors commonly painted their faces with makeup to depict black individuals. Barron explained that the purpose of the video was to show how stereotypes of African-Americans were portrayed at one point in American history. During the lesson, an assistant principal who was observing the classroom demanded that Barron stop the video because she “concluded that Barron’s lesson about how entertainers used to be racist was itself racist.” Barron was subsequently suspended.
Many parents spoke out against Barron’s suspension. Adrienne Aaron, whose African-American daughter was in Barron’s eighth-grade history class at the time, said that her daughter was not offended by the lesson and thought that the subject needed to be discussed. Aaron stated, “[My daughter] was more offended that they stopped the video…History is history. We need to educate our kids to see how far we’ve come in America. How is that racism?”
After two weeks on leave, the district allowed Barron to return to his classroom. The superintendent stated, “The teacher in question was placed on paid leave to give the district time to fully consider what occurred in this classroom. As a result of incorrect information, a highly respected and loved teacher, and one who has done much for his students and the community, has had to endure a public airing of what should have ended through a district discussion.” Barron was set to retire soon after being reinstated.

Discussion Questions
1. Do you think Mr. Barron was demonstrating moral awareness or a lack of moral awareness by showing the video of the minstrel show? Explain your position.
2. Do you agree with the assistant principal’s decision to shut down the video during the observation? Was she demonstrating moral awareness or lack of moral awareness? Explain your position.
3. Should Mr. Barron have warned his students that some of them could have been offended by the racism portrayed in the video? Why or why not? Is it ever necessary for teachers to provide disclaimers about content that they use in their classrooms? Explain.

Case Study 2
Christina Fallin: “Appropriate Culturation?”
In March 2014, twenty-seven-year-old Christina Fallin, daughter of Oklahoma Governor Mary Fallin, found herself at the center of controversy when she posted an image of herself wearing a red Plains headdress on Facebook and Instagram with the tag “Appropriate Culturation.” Fallin posed for this photo as a promotional piece for her band, Pink Pony. Public outcry criticized Fallin for appropriating Native American cultures, sparking uproar on social media and leading to protests at their shows.
In response, Fallin and Pink Pony removed the photo and released a statement on their Facebook page explaining their aesthetic appreciation for Native American culture. Fallin told the Indian Country Today Media Network that, “I think Native American culture is the most beautiful thing I’ve ever seen, so I was naturally drawn to it.” Musician Wayne Coyne of The Flaming Lips became involved in the issue when he fired bandmate Kliph Scurlock for criticizing Fallin online. To show his support for Fallin, Coyne posted Instagram photos of several friends and a dog wearing headdresses.
Some argue that Fallin’s photo could be an example of artistic appropriation. Throughout history, artists have borrowed objects and images from everyday life as well as other cultures in order to re-contextualize the object in a new manner. On the other hand, some argue that non-Native Americans do not have the right to adorn a headdress at all. Taking a sacred or meaningful object out of context is problematic even when touted as “art.” Summer Morgan, the member of the Kiowa tribe in Oklahoma, believes that Fallin may have had good intentions, but there are better ways to express her appreciation of Native American cultures. Morgan believes that headdresses are not fashion accessories. Following Kiowa tradition, only men can own war bonnets and each feather represents a war deed. Female relatives may be given the right to wear a male relative’s war bonnet, but only after they understand what’s expected of them when they wear it, how to treat it properly, and when it is acceptable to wear.

Discussion Questions
1. Did Christina Fallin do something ethically prohibited in posing in a war bonnet? Does it make a difference that she claims to love and respect Native American culture? Fallin wrote, “Please forgive us if we innocently adorn ourselves in your beautiful things.” Do you view her act as innocent or not? Explain your reasoning.
2. What if Fallin’s record label asked her to pose in the war bonnet to gain publicity for her music? Would it make a difference if this were simply a business decision to sell records? Explain your reasoning.

Identify one immediate/short term outcome goal and one long term outcome goal for intervention in the topic area selected for your Community Needs Assessment project. This can be goals that you have used previously in an assignment or new ones. Clearly identify each of your goals. Be explicit and provide a goal that is measurable. Discuss how and why you selected these goals. Review Chapters 3 & 4 on community intervention and assessment for this response. Provide examples from your plan to explain your process and factors/reasons you considered in making your decision.

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Social Work Practice: Organizations & Communities

Community Practice & Evaluation

Total Points: 400

Overview

This Signature Assignment fulfills the BASW Program Learning Outcome #9 Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities. The assignment also fulfills the University ILO #3 Civic Engagement

 

Be sure to review all rubric criteria prior to submitting your assignment.

 

Directions

 

Step 1: Use information from your Week 4 Community Needs Assessment project for this assignment, the textbook, coursework, and other sources such as: websites or journal articles that have been identified as appropriate resources in the course or are evidence- based. The sources are to support your response and indicate your source for any concepts that you discuss.

  • All responses should be in your own words and your examples should be original (not from another source).
  • The goals, evaluation measures, applications of theories, application of findings, and your insights, must be original and specific to your project. Do not use goals or measures previously published, restate other’s findings, or provide generic insights unrelated to specific course material.
  • Your ideas should be specific to your topic and unique (clearly distinct from ideas or examples in other sources).
  • Specifically answer the assignment questions and relate your discussion specifically to the assignment questions. Responses that do not answer the assignment questions will not be accepted.
  • See further paper formatting instructions at the end of the assignment.

 

Step 2: Outcome Goals

  • Identify one immediate/short term outcome goal and one long term outcome goal for intervention in the topic area selected for your Community Needs Assessment project. This can be goals that you have used previously in an assignment or new ones. Clearly identify each of your goals. Be explicit and provide a goal that is measurable.
  • Discuss how and why you selected these goals. Review Chapters 3 & 4 on community intervention and assessment for this response. Provide examples from your plan to explain your process and factors/reasons you considered in making your decision. For example, who you might include in the decision process and why.
  • Provide evidence and theoretical support for your plan by applying one community development or planning concept/strategy and one other relevant theory or perspective such as: crisis theory, empowerment perspective, and person-in-environment perspective to support your response. Review the Week 3 Assignment on applying theory for this prompt. Specifically, and in your own words, explain the theory and how it relates to your plan. Be explicit in your example. This response should be at least one paragraph, include no quotes, and the source of the theory or concept that you discuss should be cited, in-text.

 Step 3: Process Goals

  • Select one of your outcome goals from Step 2, above. Write this in a full sentence.
  • Using the outcome goal from step 2, Identify, describe, and discuss three process goals (an action, step, or process that needs to take place to achieve the outcome). Use headings for your responses. Such as: Three process goals. Clearly identify each goal. Such as: My first goal is, my second is, etc. and clearly explain the relationship of each goal to the outcome.
  • For one of your goals, describe an activity that represents a different one of the three areas listed, below. Use a heading for each of the activities (a-c). Provide a discussion of the activity that includes the topics indicated in d-f.
  1. engage community members
  2. collaborate with community groups
  3. c) policy or advocacy activity
  • Be specific in describing the activity engaged in for the goal.
  1. d) identify the type of groups, individuals, organizations, or institutions
  2. e) the actions taken to achieve the goals
  3. f) discuss how your planned actions work together to advance the goal

 

 Step 3: Evaluating Effectiveness: 

                Part I: Description & Indicator

  1. describe how you would evaluate the effectiveness of one of your process or outcome goals
  2. identify an indicator of effectiveness (what you will evaluate to show effectiveness). For example, a score of 5 on a measurement scale. of 1-5, a majority positive response in a survey or interview, a 5% increase in service use, increased number of participants in a group or project, etc.

Part II: Measurement

  1. explain how and from whom you will collect information for your evaluation. Who will your subjects (respondents to study) be? What steps will you take to obtain subject participation and to implement your evaluation study?
  2. develop one quantitative and one qualitative measurement instrument with at least 3 questions for each measurement instrument, for a total of 6 questions. These must be original instruments developed by you. Review the Week 5 organizational assessment assignment. Each of the questions should clearly link to the goal.

 

Step 4: Applying Theory:

  • Apply two theoretical approaches to your evaluatio Clearly explain in your own words how the theory apples to your program or project evaluation process. Cite the source for the theory.
  1. a) one social/behavioral approach, such as: systems theory (identifying barriers or supports to achieving outcomes), strengths perspective (strengths in the community, organizations, government, etc. that could help remove barriers or provide resources), or person-in environment perspective
  2. b) one community practice approach, such as: social capital, social network, etc. and topics from the community development, planning, and organizing approaches discussed in Chapters 3 & 4 of the textbook.

 

Step 5: Applying Findings:

  • Describe how evaluation findings (the results of an evaluation study of a program, project, or intervention) can improve practice effectiveness at each of these three practice levels:
  1. micro (individual & family)
  2. mezzo (group)
  3. macro (community or societal)

 

Step 6: Insights: Discuss insights gained from engaging with community practice.

Describe the identified client’s clinical presentation like a mini bio-psycho-social. Provide information (as available) on appearance, medical conditions, economic situation, developmental milestones, intersectionality, strengths, challenges, etc. What family, environmental, social, or other factors are important to understand this client?

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Social Work Practicum I

OverviewThis Signature Assignment fulfills the Program Learning Outcome #6, Engage with Individuals, Families, Groups, Organizations, and Communities. Be sure to review all rubric criteria prior to submitting your assignment.

Directions
Step 1: This assignment will focus on the initial stages of the Generalist Intervention Model- engagement, interviewing, and initial assessment.
Choose a film or episode from the Show List to use for this assignment. You may not choose a film or show that is not on this list.
Show List:
● Good Will Hunting
● Hoarders on A&E
● Intervention on A&E
Check Amazon Prime Video, YouTube, Discovery+ and Netflix as these shows may be available on different platforms. You may find episodes on A&E online on the Hoarder’s home page or Intervention Full Episodes, Video & More | A&E (aetv.com)

Step 2: While watching the episode or film, choose one character/client to use as the focus for this assignment and focus on the biopsychosocial factors that may impact the client and engagement. You will observe and discuss how the helping professional engages and assesses this client/character, and then share how you would engage, assess, and formulate an initial treatment plan for the client based on an evidence-based practice.

Step 3:
Your paper should be structured as follows (be sure to use the headings listed in bold below):
● Cover page (not included in the page count)

● Film/Episode Synopsis: In only ONE paragraph, provide a brief summary of the video chosen for this paper. Make sure to cite the video in the text and include the reference in APA format at the end in your citations.

● Character Assessment (1 page)
○ Describe the identified client’s clinical presentation like a mini bio-psycho-social. Provide information (as available) on appearance, medical conditions, economic situation, developmental milestones, intersectionality, strengths, challenges, etc.
○ What family, environmental, social, or other factors are important to understand this client? Think of the person-in-environment perspective.

● Engagement (1-2 pages)
○ What is your engagement plan for this client?
○ Given what you’ve mentioned in the assessment section, what specifically will you do to build a relationship with your client?
○ What therapeutic techniques would you use?
○ How does bias, power, and privilege impact engagement with this client?
○ How will you engage with the client’s family and/or support system?
○ How would you address resistance to engagement?

● Therapeutic Critique (1 page)
○ How did the therapist in the video engage with the client?
○ How did the therapist engage with the client’s family and/or support system?
○ What specific techniques can you identify the therapist using in the video?
○ How did the client react to the engagement?
○ What is your overall review of the work done by the therapist?

● Suggested Treatment Plan (1 page)
○ Thinking ahead to the next stages of the Generalist Intervention Model- planning and implementation- provide a suggested treatment plan for the character based on an evidence-based approach.
○ Find at least TWO scholarly articles and ONE evidence-based program that support this mode of treatment for this diagnosis.
○ Suggest a treatment for family members, if applicable.

● References (not included in the page count): Include the film or episode you watched, the evidence-based program you recommend for treatment (e.g. a peer-reviewed journal article or reputable website, such as SAMHSA, Substance Abuse and Mental Health Administration Evidence-Based Practices Resource Center), and at least two additional scholarly sources.

Write a (minimum) four page paper that describes important dimensions of racial and ethnic inequality in the United States.

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Racial and ethnic inequality

Write a (minimum) four page paper that describes important dimensions of racial and ethnic inequality in the United States. Out academic sources required. APA format required. Remember to include a title page, reference page and cite your sources.

Post your experiences with your policy brief and the actual brief to the discussion board Answer the following that outlines your experiences with the policy brief Describe your efforts to create this brief? Who did you send it to? Did you get any response? What did you learn from creating this brief? Post your policy brief as an attachment Review and respond to 2 other briefs provided by your classmates What were the strengths of the brief? What did you learn from this brief?

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Policy Brief Part 2

Based on your home address (101 Girard Pl Newark, NJ 07108), identify your state and federal Representatives and Senators
Look up their background information to get a sense of their position on different issues, including whether they have indicated support for your pending bill, or similar bills
Include contact information (i.e., where would you send the brief?)

OBJECTIVE: To create a policy brief on a pending bill or policy reauthorization that articulates your position on the legislation and then distribute that brief to state or federal lawmakers.

Working towards social change is one of the critical differences between social work and other professions. Not only is it part of our profession's ethical mandate to create social change, but it is essential to solving the social problems we address as social workers, including the many facets of violence against women and children.

One method for advocating on a given social/political issue is to present research and data in the form of a policy brief, usually written as a short position paper that provides evidence to support a particular position. A policy brief can provide public officials with valuable information about an issue that can help them justify their vote. Staff members and legislative committees often prepare policy briefs for lawmakers on particular issues.

This assignment assesses the knowledge dimension of the following CSWE Competencies:
Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice 3.1: Understand how social welfare policies and structural forces can promote the well- being of or oppress and marginalize individuals, families, and communities in our society
Competency 5: Engage in Policy Practice 5.1: Recognize how our work with individuals, families, and communities can inform the policy making process

ASSIGNMENT GUIDELINES: You are expected to create a policy brief and distribute it to policy makers. This brief must be on some aspect of a currently pending federal or state bill or policy reauthorization on topics covered in this course. You will be asking your legislator to do something specific, such as to support the bill, note against the bill, add something that is missing in the bill, etc.

This brief is divided into separate parts due throughout the semester. Each part has specific guidelines to follow; however, they build on one another. Each part should be submitted as its own Word document and is to follow APA format (12-point font, double-spaced, standard margins) and include proper in-text citations and references unless otherwise directed. A cover page and running headers are not needed.

Brevity, clarity, and creativity are important in writing an effective policy brief. Usually, lawmakers or their staff are working on numerous issues simultaneously and receive conflicting information on key issues. Most are unlikely to read anything that is long or complicated. Creativity is useful to catch the attention of the policy maker and their staff.

THE PARTS OF THE PAPER INCLUDE THE FOLLOWING:
Part One: Locate a Bill or Policy Reauthorization (Module 3) Do a search for pending bills by your chosen topic (i.e. sexual assault, child abuse, domestic violence, trafficking). Obtain as much relevant information about the bill as necessary for you to gain a thorough understanding of the key issues involved (i.e., be able to analyze and summarize the issue, the strengths & weaknesses of pending legislation directed toward alleviating the problem). Your choice of pending legislation must be approved by the instructor. Identify which bill you plan to analyze & use for your policy brief; make sure the bill is currently/pending Include whether federal or state bill Identify the # & title of the bill Provide a one paragraph summary of the bill Identify what social problem the bill addresses Include the government website for the bill Provide a few lines describing what you want your legislator to do about the bill: to support the bill, vote against the bill, add something that is missing in the bill, etc.

Part Two: Find your State and Federal Representatives & Senators: 1 page (Module 4) Based on your home address, identify your state and federal Representatives and Senators Look up their background information to get a sense of their position on different issues, including whether they have indicated support for your pending bill, or similar bills Include contact information (i.e., where would you send the brief?)

Part Three: Social problem analysis paper: 4-6 pages (Module 6) This is a research paper that focuses on the social problem you identified in the pending bill for your policy brief. This paper allows you to become more familiar in understanding the issue and why is important for policy. It should include at least 5 scholarly references (e.g., peer reviewed articles, government reports). Start with an introduction that includes an overview of the social problem Identify the way the problem is defined Who is affected? How many are affected? How has the problem been addressed in the past? Identify the cause(s) to which the problem is attributed and its consequences What causes this problem? What are the consequences/impact? Conclusion: Briefly summarize your thoughts & conclusion to the social problem analysis. References in APA style (not counted towards 4-6 pages) Evaluation will be based on how clearly you respond to the above, in particular: a) The clarity with which you introduce and describe the social problem; b) The depth, scope, and organization of your analysis of the social problem; c) Your ability to incorporate research & class materials to substantiate your analysis; and d) Your conclusions. e) How well you followed the guidelines

Part Four: Submit draft of your Policy Brief (1-2 pages) (Module 9) You will pick from the list below which key points you want to include in your brief. Remember, you are trying to convince your policy makers to adopt your stance. What is it you are asking of your legislator- to support the bill, vote against the bill, add something that is missing in the bill, etc? What information do you need to provide to get them to “buy” your “product”? How can you tie this in with previous positions they have taken? Background of the issue to include: The nature of the issue (describe it, define it, what does it include?) How widespread? Who is primarily impacted? What are the most recent stats on this issue? How can you highlight the problem and making it relevant for the legislator. Is there a price tag to this issue? Current status of relevant legislation to include: Is it pending, in committee – which committee, who introduced it and when? Who is supporting it? Has it been introduced before under a different bill number? If so how many times has it died in committee? Legislative options or possible policy alternatives to include: what are the gaps in service or benefits or programs? What is missing in the current approach to this social problem/issue? How would this legislation work? What resources or opportunities would this policy provide? Who will be covered by the policy and how? How will it be implemented? Identify short comings of current approach to issue Then introduce idea of current legislation and what that is. Your specific policy recommendations, and why to include: Should it be voted in as is? If so summarize briefly why? What are you asking your legislature to do? vote for pending legislation (so you should provide support to its passing), or, change pending legislation to include other suggestions (which you should outline and explain. Or, suggest a change for current law – to include new ideas (which you should outline and explain) Be as creative as possible! See these examples ranging from a 4-page to 1-page brief. Notice some use narratives; others use graphics Include references at the end as “works cited” but make sure to footnote all works cited Identify three lawmakers to send your policy brief. Include their names and contact information. Make sure if your policy brief is on a federal bill, that you choose your federal reps. If a state bill, you would choose your state reps. Examples: https://www.coastal.edu/media/academics/collegeofhumanities/ilpp/policybriefs/Domestic%20Violence%20and%20VAWA.pdf (Links to an external site.)

http://gph.ucsd.edu/cgeh/Documents/Campus%20Sexual%20Assault%20Brief.pdf (Links to an external site.) (Links to an external site.)

http://knowledge.e.southern.edu/cgi/viewcontent.cgiarticle=1000&context=undergrad_socwork (Links to an external site.)

Part Five: Submit your final brief (Module 14) Make changes to your draft based on comments provided by the instructor & finalize brief Mail to at least 2 of your representatives; include a cover letter that includes: An introduction of yourself and why you are writing Clearly name the piece of legislation Clearly articulate what you want your legislature to do Introduce the policy brief that you enclosed to provide additional information Be sure to request a response and include your contact information. Include the cover letter with the materials you submit to the instructor Document that you mailed the brief by taking pictures of the envelope addressed to your policy makers

Part Six: Present Policy Brief (Module 14-15) Post your experiences with your policy brief and the actual brief to the discussion board Answer the following that outlines your experiences with the policy brief Describe your efforts to create this brief? Who did you send it to? Did you get any response? What did you learn from creating this brief? Post your policy brief as an attachment Review and respond to 2 other briefs provided by your classmates What were the strengths of the brief? What did you learn from this brief?