Spring 2025 SOWK 587 Class 13a Weekly Email

MyHeritage Syllabus Presentations Emails

Unit Introduction and What You Will Learn

In Week 13, we return our focus to direct practice with individuals, a core component of school social work. This unit explores assessment and intervention skills, emphasizing specialized modalities such as restorative justice, play therapy, and Hip Hop Therapy. Through reflective discussion and case-based application, students will deepen their understanding of how to engage students. This week, students also submit their larger assignment. In this Social Policy Macro Issue paper, students will have the opportunity to demonstrate their ability to analyze and make recommendations related to social policies. The lecture video focuses on restorative justice practices in a school context.

The agenda for the lecture video is TBD.

The learning objectives for this week include:

• Identify and describe direct practice with individuals in a school setting
• Analyze the application and appropriateness of selected intervention models in school-based contexts
• Apply intervention strategies to a case study using principles of school social work and ethical decision-making
• Explore how personal and systemic factors (e.g., trauma, school culture, socioeconomic status) shape individual student behavior and support needs.
• Demonstrate knowledge of how to support the outcomes for all students through strategies such as scientifically-based practices, collaborative teaming, and ethical decision making.

Unit Assignments

Content

• Read Jarolmen and Batista-Thomas (2023) Chapter 09: Engagement, Assessment, and Intervention Skills for Individuals - Section II
• Watch my forthcoming lecture video
• Engage with the extra resources provided Spokane Public Schools (2017) and Restorative Practices Working Group. (2014)

W-13 Small Group Discussion Forums

Working with individuals is a key aspect of school social work. Section II of the chapter nine looks as some specific interventions that can be used in a school setting. You can find what group you are in the A-02 Group Assignments and Description handout. Students must submit at least three replies this week in their group’s forum. Students are able to direct practice approach with individuals by reflecting on the conceptual frameworks that guide their work. They’ll also can choose one intervention from the textbook (e.g., Crisis Intervention, Play Therapy, Hip Hop Therapy) to research and expand upon. Using the case study of Joe, students are asked to apply social work strategies and analyze school-based supports, family engagement, and ethical considerations. Finally, students are encouraged to critically engage with textbook content through prompts exploring intervention use, developmental appropriateness, socioeconomic considerations, and real-world application in field settings.

• Small Group Discussion Forums - Group 01
• Small Group Discussion Forums - Group 02
• Small Group Discussion Forums - Group 03
• Small Group Discussion Forums - Group 04

I want to give you time time to focus on your policy paper, so no synthesis post and just a few replies.

A-05: Social Policy Macro Issue

Meta: Points 80 pts (16% of final grade); Deadline Monday 04/21/25 at 08:00 AM; Completion via an upload to MyHeritage Assignments; Locations Assignment Submission and Assignment Description and Rubric;

Purpose: Students will apply their understanding of social welfare policy to a school-related problem researched for their fact sheet. They will create a policy brief aimed at governmental decision-makers that presents the issue, analyzes its relationship to school culture, and recommends evidence-informed, anti-racist, and anti-oppressive policy solutions grounded in cultural humility.

Task: The Social Policy Macro Issue Assignment extends the school-related problem fact sheet. Students will work individually to develop a policy brief related to the topic you researched for the fact sheet. The problem description will include an analysis of school culture. Your audience for the social policy macro issue will be governmental decision-makers. The evaluation of this paper includes an evaluation of practice behaviors related to Competency 5 of the CSWE EPAS. Students will examine social welfare policies at the appropriate levels and provide recommendations for policy changes, and content related to anti-racist and anti-oppressive practices. The paper will include a description of the intersectionality related to the chosen problem area and the population, as well as targeted interventions at least two levels. Discussion of how change will be implemented and the collaboration needed is to be included. The application and impact of cultural humility will be discussed.

The policy brief should include at least the following:

• Title Page: Include a title page following APA 7 formatting.
• Problem Description: Clearly describe your school-related problem and explain its impact on students and school systems. Support your analysis with credible sources. Explore how intersectionality affects students and/or staff, and examine how school culture influences or sustains the problem.
• Policy Analysis: Examine the current policies related to your school-related problem at local, state, tribal, and/or federal levels. Summarize at least one of these policies and assess the impact on school systems and students. Include an analysis of how these policies address or fall short of meeting the needs of diverse client populations. Make connections to a theory applicable to social policy.
• Recommendations for Policy Change: Identify how change can be implemented across at least two system levels (micro, mezzo, macro). Describe the types of collaboration needed, such as partnerships with policymakers, schools, or community organizations.
• Change Strategy and Collaboration: Propose specific, actionable policy changes grounded in your analysis. Ensure your recommendations are rooted in anti-racist and anti-oppressive frameworks. Explain how cultural humility informs your understanding of the issue and shapes your policy recommendations.
• Reference List: All sources should be cited appropriately in APA style throughout. A reference list using APA formatting should be included.

Success: The Social Policy Macro Issue Rubric assesses students for this assignment. Following the assignment guidelines, students will submit a well-written policy brief. The brief will define a school-related problem, analyze the role of school culture, and critically examine relevant social policies. Students will apply social policy theory in relation to diverse client populations, propose evidence-based policy recommendations rooted in anti-oppressive frameworks, and identify realistic change strategies involving key collaborators. The document should be organized clearly, use a professional tone, and follow APA formatting guidelines.

Social Policy Macro Issue Rubric

The Social Policy Macro Issue Rubric is used for the assignment of the same name. It evaluates students by requiring a policy brief defining a school-related problem and analyzing its relationship to school culture. It evaluates students’ adherence to Heritage University’s specialized practice behaviors for competency five. Students must examine relevant social welfare policies at the local, state, tribal, and/or federal levels, apply social policy theory in the context of diverse client populations, and provide evidence-based recommendations for policy change grounded in anti-oppressive frameworks. The final product should be professional and action-oriented, offering realistic implementation strategies across multiple system levels and identifying key collaborators. Students must demonstrate scholarly integration through appropriate evidence, maintain a clear and logical organization, adhere to APA formatting standards, and follow all assignment requirements.

Competency 5: Engage in Policy Practice
a. Examine social welfare policies at local, state, tribal, and federal levels to summarize best practice recommendations.
b. Assess social policy theory in the context of practice with diverse client populations and prepare recommendations for policy change.

Description	Initial	Emerging	Developed	Highly Developed
Policy Examination and Best Practice Recommendations	There is no discussion of specific policies or recommendations for policy change.	A policy is summarized, and recommendations are included, but they do not provide meaningful connections to diverse populations, best practices, and anti-oppressive considerations.	A policy is summarized, and recommendations are included, but it only includes connections to diverse populations, best practices, or anti-oppressive considerations, not all three.	Provides a clear and accurate review of a relevant social policy demonstrating a strong understanding of its impact on diverse populations; offers specific, evidence-based, and actionable policy recommendations rooted in best practices and anti-oppressive considerations.
Policy Theory Assessment	There is no social policy theory discussed.	Mentions a social policy theory but provides minimal explanation or unclear connection to the issue or diverse client populations.	Applies a relevant social policy theory to analyze the issue, showing some understanding of its relevance to diverse client populations, though analysis may lack depth or full integration.	Thoughtfully applies relevant social policy theory to analyze the issue, demonstrating deep understanding of how the theory relates to the experiences and needs of diverse client populations.

General Assignment Expectations

Description	Initial	Emerging	Developed	Highly Developed
Problem Description and School Culture Analysis	The problem is unclear or minimally described; little or no discussion of school culture’s role.	The problem is described but lacks clarity, detail, or connection to school culture; analysis of school culture is superficial.	The problem is clearly described with some supporting details; school culture is discussed with basic analysis of its influence on the problem.	The problem is clearly and comprehensively described, supported with evidence; provides a meaningful and insightful analysis of how school culture influences or sustains the issue.
Intersectionality and Population Focus	Intersectionality is not addressed or is mentioned without connection to the problem or population.	Intersectionality is mentioned but the connection to the problem or affected population is vague, unclear, or superficial.	Intersectionality concepts are applied with some clarity, showing how multiple identities relate to the problem and population, though analysis may be somewhat general.	Strongly integrates intersectionality concepts to offer a nuanced analysis of how overlapping identities influence experiences related to the problem and population; analysis demonstrates depth and insight.
Change Strategy and Collaboration	No plan for implementation is provided, or the plan is unrealistic; key partners are not identified or discussed.	A basic plan for change is presented, but it lacks detail, feasibility, or clear identification of key partners.	A realistic plan for change is described with some details; key partners are identified, though the explanation of their roles may be general or limited.	Presents a clear, realistic, and well-supported plan for implementing policy change across multiple levels; thoughtfully identifies and explains the roles of key partners needed for successful collaboration.
Organization, Clarity, and APA Formatting	The brief lacks clear organization; tone is informal or inappropriate for a policy audience; citations and references are missing.	Some organization is evident but ideas may be disjointed; tone is uneven or somewhat unprofessional; several APA citation errors are present.	The brief is generally well-organized with a mostly professional tone; minor APA formatting errors are present but do not detract significantly from clarity.	The brief is clearly and logically organized with a consistently professional, action-oriented tone; APA citations and references are accurate and properly formatted throughout.
Following assignment requirements	Does not follow the assignment description.	Somewhat follows the assignment description, but significant errors exist.	Follows the assignment description and requirements but has minor errors.	Closely follows the assignment description and requirements.

Unit Resources

You can read the Restorative Practices Working Group (2014) report Restorative Practices: Fostering Healthy Relationships & Promoting Positive Discipline that provides context and information about restorative justice practices in school. There is also a video The “Why” of Restorative Practices in Spokane Public Schools that is an excellent primer from a local school district on what restorative practices look like for them.

I was in a meeting with the CBHA, and they shared this job posting from Behavioral Health Consultant.

I will upload the slides and video here after I create them. The focus will be on restorative justice. I’ll send out another email when it’s finished.

Reference

Jarolmen, J., & Bautista-Thomas, C. (2023). School social work: A direct practice guide (2nd ed.). Waveland Press.

Restorative Practices Working Group. (2014). Restorative practices: Fostering healthy relationships & promoting positive discipline. Advancement Project; A Union of Professionals; National Education Association; Schott Foundation for Public Education. http://schottfoundation.org/sites/default/files/restorative-practices-guide.pdf

Spokane Public Schools. (2017). The “Why” of restorative practices in Spokane Public Schools [Video]. YouTube. https://youtu.be/nUIRkuOFtw0?si=wAM9jdK4z4GbeuVS

To-Do Lists

• Read chapter 9 Section II
• Complete three replies in the forums
• Submit your A-05: Social Policy Macro Issue assignment
• Watch my forthcoming lecture video
• Engage with the extra resources