Spring 2026 SOWK 587 Class 13 Weekly Email
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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. The session is asynchronous. 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 includes:
- Week 13 Activities
- Overview of Restorative Practices and Circle-Based Approaches
- Exploring Proactive and Responsive Circle Formats
- Guidelines and Facilitation Strategies for Restorative Circles
The learning objectives for this week include:
- Identify and describe the core goals and formats of restorative justice circle practices used in school settings.
- Understand the different formats that restorative groups can take.
- 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 lecture video
- Engage with the extra resources provided Spokane Public Schools (2017) and Restorative Practices Working Group. (2014)
W-13 A-01: Asynchronous Participation and Engagement
My apologies for getting this out later than I had planned for. I some less replies for that and to give you more space to work on your papers.
The expectation is that each of your replies will be substantive and provide meaningful perspectives, contributing to the forum’s conversation and scholarship. There are four forums this week, and you are expected to make at least three replies across any of the forums. These forums include the following:
- In Your Work With Individuals, students reflect on the conceptual frameworks and relational strategies that guide their direct practice with students.
- The Further Exploration of Interventions in School Social Work forum invites students to select one intervention from the chapter, dig into the literature, and share their findings with peers.
- Students apply this week’s intervention frameworks to a textbook case in the Criminal Justice-Involved Student Case Study forum, considering supports, family engagement, advocacy, and ethical issues.
- Textbook Discussion Questions provides a range of prompts from the textbook to engage more deeply with the intervention models covered this week.
Assignment 04: Social Policy Macro Issue
Meta: Points 100 pts (20% of final grade); Deadline Monday 04/20/26 at 8:00 AM; Completion via MyHeritage Assignments using Turnitin; Locations MyHeritage Assignment Detail and Syllabus Handout with 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 government 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 or in groups of two or three to develop a policy brief related to the topic they 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 the change will be implemented and the collaboration needed should 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 in APA 7th edition format.
- 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. In accordance with 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 to diverse client populations, propose evidence-based policy recommendations grounded in anti-oppressive frameworks, and identify realistic change strategies in collaboration with key collaborators. The document should be organized clearly, use a professional tone, and follow APA formatting guidelines.
Appendix C. 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 that defines a school-related problem and analyzes 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 | No social policy theory is 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 only minimally described; there is little or no discussion of the 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 a 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 implementation plan 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 the 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.
If you live in the Tri-Cities, there are many positions that are being opened with Comprehensive, the new center they are opening. They have a job fair on Thursday, April 23rd, 10 am – 6 pm at 216 W. 10th Avenue, Kennewick. You need to preregister to attend. They are hiring for over 100 clinical positions.
If you live in Pasco, you might consider taking the CPWI community survey to help inform the Pasco Prevention Network on the types of community interventions we should be considering. Feel free to share it or the Spanish version.
All of the presentations for this class can be found at https://presentations.jacobrcampbell.com. This week’s slides are Spring 2026 SOWK 587 Week 13 - Restorative Justice Practice in Schools.
The Lecture Videos tab in the MyHeritage course is where you will be able to find class recordings. The video this week is at Spring 2026 SOWK 587 Week 13.
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 lecture video
- Engage with the extra resources
