Submit a 2- to 3-page paper to complete?Part 1 of your Social Change Project. 

Describe a current social problem and the vulnerable population it impacts. 
How/when has this problem been identified historically, and what were the actions taken to address this concern?  
How have the populations affected by the social problem changed over time?  
How might this social problem be incongruent with social work values/ethics?  
Describe the next steps for how you will identify a policy. 
Search for and select at least three sources related to the social problem you identified. 

One source can be a government or other professional website. 
At least two of the sources must be scholarly articles or studies from reputable journals.

Review Chapter 2 of the Jansson text.  

Focus on “Policy Advocacy Challenge 2.4” (pp. 39–40) for websites and examples of different ways to think about the relationship between social problems and policy. 

Be sure to incorporate the sources you found related to your selected social problem using standard APA format.
The social problem I decided to identify is Systemic Racism and Discrimination
Vulnerable Population: Racial and ethnic minorities who face discrimination in various aspects of life, including employment, education, criminal justice, and healthcare.
eighth edition
Becoming An
Effective Policy Advocate
From Policy Practice to Social Justice
Bruce S. Jansson
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Council on Social Work Education
Educational Policy and Accreditation
Standards by Chapter
The Council on Social Work Education’s Educational Policy and Accreditation Standards (EPAS)
­requires all social work students to develop nine competencies and recommends teaching and
assessing 31 related component behaviors, listed as Educational Policy (EP) Competencies 1–9
below. Multicolor icons and end of chapter “Competency Notes” connect these important
­standards to class work in the chapters identified below with highlighted light blue type.
The 9 Competencies and 31 Component Behaviors (EPAS, 2015):
Chapter(s) Where Referenced:
Competency 1 Demonstrate Ethical and Professional Behavior:
a. Make ethical decisions by applying the standards of the NASW Code of
1, 2, 3, 6, 7, 10, 13, 14
Ethics, relevant laws and regulations, models for ethical decision-making,
ethical conduct of research, and additional codes of ethics as appropriate
to context.
b. Use reflection and self-regulation to manage personal values and maintain
2, 3, 10
professionalism in practice situations.
c. Demonstrate professional demeanor in behavior; appearance; and oral,
6, 9
written, and electronic communication.
d. Use technology ethically and appropriately to facilitate practice outcomes.
1
e. Use supervision and consultation to guide professional judgment and behavior.
Competency 2 Engage Diversity and Difference in Practice:
a. Apply and communicate understanding of the importance of diversity
1, 2, 5, 7, 9
and difference in shaping life experiences in practice at the micro, mezzo,
and macro levels.
b. Present themselves as learners and engage clients and constituencies as experts
of their own experiences.
c. Apply self-awareness and self-regulation to manage the influence of personal
8
biases and values in working with diverse clients and constituencies.
Competency 3 Advance Human Rights and Social, Economic, and Environmental Justice:
a. Apply their understanding of social, economic, and environmental justice
1, 2, 3, 4, 5, 6, 7
to advocate for human rights at the individual and system levels.
b. Engage in practices that advance social, economic, and environmental justice.
1, 2, 3, 4, 5, 6, 9, 10, 12
Competency 4 Engage in Practice-informed Research and Research-informed Practice:
a. Use practice experience and theory to inform scientific inquiry and research.
2
b. Apply critical thinking to engage in analysis of quantitative and qualitative
1, 2, 5, 6, 7, 8, 10, 11
research methods and research findings.
c. Use and translate research evidence to inform and improve practice, policy, and 1, 2, 9, 11, 12, 14
service delivery.
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Want to turn your
C into an A? Obviously, right?
But the right way to go about it isn’t always so obvious. Go digital to
get the grades. MindTap’s customizable study tools and eTextbook
give you everything you need all in one place.
Engage with your course content, enjoy the flexibility of
studying anytime and anywhere, stay connected to assignment due
dates and instructor notifications with the MindTap Mobile app…
and most of all…EARN BETTER GRADES.
TO GET STARTED VISIT
WWW.CENGAGE.COM/STUDENTS/MINDTAP
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
eighth edition
Becoming An
Effective Policy Advocate
From Policy Pr actice to Social Justice
Bruce S. Jansson
University of Southern California
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Becoming an Effective Policy Advocate:
From Policy Practice to Social Justice,
Eighth Edition
Bruce S. Jansson
© 2018, 2014 Cengage Learning
ALL RIGHTS RESERVED. No part of this work covered by the copyright
herein may be reproduced or distributed in any form or by any means,
except as permitted by U.S. copyright law, without the prior written
­permission of the copyright owner.
Product Director: Marta Lee-Perriard
Product Manager: Julie Martinez
Content Developer: Alexander J Hancock
Product Assistant: Ali Balchunas
Marketing Manager: Zina Craft
Art and Cover Direction, Production
Management, and Composition: Lumina
Datamatics, Inc.
Manufacturing Planner: Judy Inouye
Cover Image: BrandyTaylor/E+/Getty
Images; satori/Fotolia; bikeworldtravel/
Fotolia; Ryan Roderick Beiler/Shutterstock;
Rawpixel.com/Shutterstock; Jemastock/
Shutterstock.com
For product information and technology assistance, contact us at
Cengage Learning Customer & Sales Support, 1-800-354-9706.
For permission to use material from this text or product,
submit all requests online at www.cengage.com/permissions
Further permissions questions can be e-mailed to
[email protected].
Library of Congress Control Number: 2017930919
Student Edition:
ISBN: 978-1-305-94335-3
Cengage Learning
20 Channel Center Street
Boston, MA 02210
USA
Unless otherwise noted all items
© Cengage Learning®
Cengage Learning is a leading provider of customized learning
­solutions with employees residing in nearly 40 different countries
and sales in more than 125 countries around the world. Find your local
­representative at www.cengage.com.
Cengage Learning products are represented in Canada by Nelson
­Education, Ltd.
To learn more about Cengage Learning Solutions,
visit www.cengage.com.
Purchase any of our products at your local college store or at our
­preferred online store www.cengagebrain.com.
Printed in the United States of America
Print Number: 01??? Print Year: 2017
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Brief Contents
Part 1 Becoming Motivated to Become a Policy Advocate
and a Leader 1
1
2
Joining a Tradition of Social Reform 3
Articulating Four Rationales for Participating in Policy Advocacy 31
Part 2 Surmounting Cynicism by Developing Policy-Advocacy
Skills 69
3
Obtaining Skills and Competencies for Policy Advocacy 70
Part 3 The Ecology of Policy in the United States and in
a Global World 99
4
5
Understanding the Ecology of Policy in Governmental, Electoral,
Community, and Agency Settings 100
Expanding Policy Advocacy Across National Borders 141
Part 4 Committing to Problems and Solutions by Building Policy
Agendas and Engaging in Policy Analysis 175
6
7
8
9
Committing to an Issue: Building Agendas 176
Analyzing Problems in the First Step of Policy Analysis 204
Placing Policy Proposals in Policy Briefs in the Second, Third, and Fourth
Steps of Policy Analysis 246
Presenting and Defending Policy Proposals in Step 5 and Step 6 of
Policy Analysis 284
Part 5 Advocating for Change 327
10 Developing and Using Power in the Policy-Enacting Task
11 Developing Political Strategy and Putting It into Action
in the Policy-Enacting Task 372
12 Engaging in Ballot-Based Policy Advocacy 423
328
Part 6 Troubleshooting and Assessing Policies 459
13 Troubleshooting the Implementation of Policies in Task 7 460
14 Assessing Policy: Toward Evidence-Based Policy During Task 8 488
iii
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Contents
Special Features xii
Preface xiv
An Invitation to Students Using This Text
xix
Part 1 Becoming Motivated to Become a Policy Advocate
and a Leader 1
1
Joining a Tradition of Social Reform
LEARNING OUTCOMES
3
3
Focus of This Book: A Hands-On Framework for Reforming Policies
Diversity and Policy Advocacy 5
Advancing the Public Interest at Home and Abroad 10
Using an Ecological Perspective 11
What Policy Practitioners and Policy Advocates Seek to Change 11
Policy Advocacy as a Developmental Process 16
Challenges Encountered by Policy Advocates 17
4
A Crowded Field 18 • Influencing Tangible Interests of Persons, Groups, and
Corporations 18 • Divergent Values and Ideologies 19 • Making Time Commitments to
Policy Advocacy 19 • Globalization and Policy Advocacy 19
Becoming an Effective Policy Advocate
19
Developing a Vision 19 • Seeking Opportunities for Policy Advocacy 20 • Taking
Sensible Risks 20 • Balancing Flexibility with Planning 21 • Being Appropriately
Assertive 21 • Developing Multiple Skills 21 • Being Persistent 21 • Tolerating
Uncertainty 21 • Combining Pragmatism with Principles 22
The Rewards of Policy Advocacy 22
Changing the Composition of Legislators, Presidents, and Governors
25
Getting Started 25 • Becoming Leaders 26 • Joining the Reform Tradition Within Social Work 28
Chapter Summary 28
Competency Notes 29
Endnotes 29
Suggested Readings 30
2
Articulating Four Rationales for Participating in Policy Advocacy
LEARNING OUTCOMES
31
31
Policy Advocacy at Three Levels 32
The Ethical Rationale for Policy Advocacy
32
Policy Advocacy, Powerless Groups, and Social Justice 32 • Policy Advocacy for Vulnerable
Populations 38 • Other Ethical Principles in Policy Advocacy 38
Other Types of Ethical Reasoning
41
Toward an Eclectic Approach to Ethical Reasoning
43
Returning to Divergent Values and Ideologies 45
Ethical Imperatives at Micro, Mezzo, and Macro Policy Advocacy Levels
49
Ethical Imperatives in Micro Policy Advocacy 49 • Beneficence and Professional
Practice 49 • Ethical Imperatives in Mezzo Policy Advocacy 51 • Ethical Imperatives in
Macro Policy Advocacy 51 • The Analytic Rationale for Policy Advocacy 52 • Choosing
iv
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Contents
v
Sides: Controversy and Research 54 • The Political Rationale for Policy Advocacy 58 • The
Electoral Rationale for Policy Advocacy 59 • Linking the Four Rationales for Policy Advocacy to
Homelessness 60 • Interlocking Rationales for Policy Advocacy 65
Chapter Summary 66
Competency Notes 66
Endnotes 67
Suggested Readings 67
Part 2 Surmounting Cynicism by Developing Policy-Advocacy
Skills 69
3
Obtaining Skills and Competencies for Policy Advocacy
LEARNING OUTCOMES
A Policy-Practice Framework
70
70
71
The Policy Context for Policy Advocacy at Micro, Mezzo, and Macro Levels 71 • Contextual
Factors in Micro Policy Advocacy and Mezzo Policy Advocacy 73 • Perspectives of Stakeholders
and Policy Advocates 74 • Patterns of Participation 77 • The Eight Tasks of Policy
Advocates 77 • Four Skills That Policy Practitioners Need 80 • Policy Competencies 81
Styles of Policy Practice 83
Applications of Policy Tasks and Skills 86
Ballot-Based Advocacy 88
The Variety of Policies 88
Overcoming Discomfort with Power 90
Social Policy’s Role in Ecological Frameworks
Policy Practice as a Unifying Theme 94
Chapter Summary 96
Competency Notes 97
Endnotes 97
Suggested Readings 98
91
Part 3 The Ecology of Policy in the United States and in
a Global World 99
4
Understanding the Ecology of Policy in Governmental, Electoral,
Community, and Agency Settings 100
LEARNING OUTCOMES
100
Macro Policy Advocacy: The Players in Legislative and Governmental Settings 101
Elected Officials 102 • Unelected Officials or Bureaucrats 108 • Lobbyists and Interest
Groups 110 • Connections Among Interest Groups, Legislators, and Bureaucrats 111 • Public
Opinion 111 • Advocacy Groups 112
The Electoral Process
Early Maneuvering
112
112 • Running Campaigns
The Mindsets of Elected Officials
115
113
The Environment of Public Servants: Elected Officials
and Priorities 116 • The Calculus of Choice 116
The Mindsets of Nonelected Officials
115 • Shortcuts: Aides, Lobbyists,
118
Political Appointees 118 • Civil Servants
118
Strategy in Legislative Settings 119
Advocating for Resources 119
The Law and Social Policy 120
Micro and Mezzo Policy Advocacy: The Political Economy of Social Agencies
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
123
vi Contents
The Political Economy of Programs and Social Work Units
Mapping Agencies’ Policies 127
The Players in Organizational Settings 131
127
Overlay 1: The Organizational Chart 132 • Overlay 2: Budget Priorities 133 • Overlay 3:
Boundary Spanners and Mission Enhancers 133 • Overlay 4: Informal Relationships Among
Organizational Members 134
Micro and Mezzo Policy Advocacy: The Political Economy of Communities
Different Layers of Government and Policy 135
Maneuvering in a Multilayered Policy Ecology 136
Chapter Summary 137
Competency Notes 137
Endnotes 137
Suggested Readings 139
5
Expanding Policy Advocacy Across National Borders
LEARNING OUTCOMES
134
141
141
Social Problems in an Interdependent World 142
Why Globalization Sometimes Harms Vulnerable Populations in the United States 143
Why an Economic Gap Developed Between Developing and Developed Nations 146
Why Globalization Sometimes Harms Vulnerable Populations in Developing
Nations 150
Another Vulnerable Population: Migrants Within and Between Nations
Ideological Conflict over Immigration 158
Globalization’s Impact on the Environment 159
Threats to Public Health
152
162
Creating a Monoculture? 162
The Great Caveat: Globalization’s Positive Effects 162
Policy Advocacy for Populations Harmed by Globalization
163
Policy Options in the United States 163 • Policy Options to Help Vulnerable Populations
Abroad 165 • Protecting Human Rights 166
Surmounting Natural Disasters 168
Crucial Role of Nongovernmental Organizations
Chapter Summary 172
Competency Notes 173
Endnotes 173
Suggested Readings 174
168
Part 4 Committing to Problems and Solutions by Building Policy
Agendas and Engaging in Policy Analysis 175
6
Committing to an Issue: Building Agendas
LEARNING OUTCOMES
Taking the First Step 177
Why Agenda Building Is Needed
Legislatures
177 • Agencies
176
176
177
179 • Communities
Three Challenges in Agenda Building
180
180 • Elections
180
The Diagnosing or Listening Stage 183 • The Softening or Moderating Stage
• The Activating Stage 192
Can Direct-Service Staff Help Build Agendas? 197
Policy Advocacy for Powerless Populations and Unpopular Issues
Electoral Processes 198
Developing Links with Advocacy Groups 199
188
197
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Contents
Using Multiple Skills in Agenda Building
Chapter Summary 201
Competency Notes 202
Endnotes 202
Suggested Readings 203
7
199
Analyzing Problems in the First Step of Policy Analysis
LEARNING OUTCOMES
204
204
Putting It All Together: A Six-Step Policy Analysis Framework 205
A Six-Step Policy Analysis, Proposal-Writing, and Presentation Framework
Do Policy Advocates Have to Analyze Problems?
209
Using a Flowchart to Analyze Some Social Problems in Step 1
Using a Flowchart in Step 1
vii
212
212 • Illustrating a Flowchart with Welfare Reform
Analyzing the Causes of Social Problems in Step 1 223
Developing Interventions and Programs in Step 1 225
Developing Preventive Programs in Step 1
205
218
228
Measuring the Magnitude of Problems in Step 1 234
Locating Problems Spatially in Step 1 235
Understanding Social Problems as Slippery Concepts in Step 1
236
When Are Social Problems Real, and When Are They Invented? 236 • Many Social Problems
Defy Simple Solutions, but Many People Favor Panaceas 237 • Priorities Are Not Chosen
Rationally 238 • Solving One Problem Can Create Others 238 • Variations in Problems 239
Challenges for Policy Advocates in Step 1
Chapter Summary 240
Competency Notes 243
Endnotes 243
Suggested Readings 244
8
240
Placing Policy Proposals in Policy Briefs in the Second, Third, and Fourth
Steps of Policy Analysis 246
LEARNING OUTCOMES
246
Returning to the Six-Step Policy Analysis, Proposal-Writing, and Presentation
Framework with Steps 2, 3, and 4 247
Intersecting Arenas and Stakeholders 247
Identifying Recurring Policy Issues and Policy Options in Steps 2, 3, and 4 248
Establishing a Mission in Steps 2, 3, and 4 249 • Designing the Structure of Service in Steps 2, 3,
and 4 249 • Planning the Extent of Devolution and the Resource Path in Steps 2, 3, and 4 251
• Determining Levels of Funds 254 • Funding Channels 255 • Indirect Financing 257 •
Defining Services in Steps 2, 3, and 4 258 • Establishing an Orienting Framework 258 • Staff and
Licensing 259 • Preventive Versus Curative Services 260 • Rationing Scarce Resources in Steps
2, 3, and 4 261 • Formal or Direct Methods of Rationing 261 • Indirect Methods of Restricting
Access 262 • Addressing Agency Network Issues in Steps 2, 3, and 4 263 • Addressing Community
Factors in Steps 2, 3, and 4 265 • Guiding and Overseeing Policy Implementation in Steps 2, 3,
and 4 265 • Assessing Implemented Policies in Steps 2, 3, and 4 266
An Overview of a Policy Brief or Proposal to Fund Domestic Violence Shelters
The Anatomy of Policy Briefs or Proposals 267
Trade-Offs: Systematically Comparing Policy Options in Step 3 268
266
Identifying Options in Step 2 268 • Selecting and Weighing Criteria in Step 3 269 • Creating
a Decision-Making Matrix in Step 3 270 • Qualitative Rankings 272 • Using Different Policy
Skills in Tandem in Steps 2, 3, and 4 273 • The Basic Content of a Policy Proposal Described by
a Policy Brief 274
Chapter Summary 279
Competency Notes 280
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
viii Contents
Endnotes 280
Suggested Readings 282
Professional and Staffing Issues
Allocation Issues 283
Prevention 283
Staff Discretion 283
Policy Analysis 283
9
282
Presenting and Defending Policy Proposals in Step 5 and Step 6 of Policy
Analysis 284
LEARNING OUTCOMES
284
Ideology and Policy Positions in Step 5 and Step 6
Proposals and Ideology
285
285
Electoral Politics and Proposals in Step 5 and Step 6
Combative Persuasion in Step 5 and Step 6 286
286
Adversarial Debates in Step 5 and Step 6 287 • Coercive Messages in Step 5 and Step 6
Negotiations: Hardball and Win–Win Options in Step 5 and Step 6 291
290 •
Adversarial or Friendly Communication: Which Is Preferable in Step 5 and Step 6?
Persuading Specific Audiences in Step 5 and Step 6 294
Determining Objectives
295 • Diagnosing Audiences
Strategies of Persuasion in Step 5 and Step 6
297
292
295
Selecting a Medium 297 • Using a Sequence of Presentations 298 • Selecting a Format 298
• Developing an Effective Presentation Style 299 • Tactics for Specific Audiences 302 • Other
Tactical Choices 303
Assembling a Strategy in Step 5 and Step 6
304
The Hostile Audience 304 • The Sympathetic Audience with Some Hostile Members 305 •
The Expert Audience 306 • Motivational Strategies 306 • Interpersonal Discussions 307
• Communicating with Funders 309 • Using Powerpoint to Get Support from Decision
Makers 313
Chapter Summary 325
Competency Notes 325
Endnotes 325
Suggested Readings 326
Part 5 Advocating for Change
327
10 Developing and Using Power in the Policy-Enacting Task
LEARNING OUTCOMES
328
328
In Defense of Politics 329
Analytic and Political Approaches to Policy Advocacy 331
The Nature of Power in the Policy-Enacting Task 335
Person-to-Person Power in the Policy-Enacting Task 337
Power Resources That Stem from Policy Maneuvering in the PolicyEnacting Task 340
Substantive Power 340 • Power in Decision-Making Procedures
Shaping Contexts Including Use of the Internet 345
342 • Process Power
344 •
Successful Power Users in the Policy-Enacting Task 349
Power in Organizations in the Policy-Enacting Task 349
Discretion, Compliance, and Whistleblowing
of Compliance 350 • Whistleblowing 351
349 • Defining Zones of Discretion
349 • Issues
Power Differentials in the Policy-Enacting Task 351
Ethical Issues in the Policy-Enacting Task 353
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Contents
ix
Engaging in the Policy-Enacting Task in Situations Where Advocates Are Disadvantaged
as Compared to More Powerful Players 355
Obtaining Power Resources in the Policy-Enacting Task 359
Building Personal Credibility
359 • Networking
361
Power Challenges Encountered by Members of Vulnerable Populations in the
Policy-Enacting Task 363
Becoming Appropriately Assertive in the Policy-Enacting Task 365
Can Direct-Service Staff Use Power Resources in the Policy-Enacting Task? 366
Chapter Summary 367
Competency Notes 368
Endnotes 368
Suggested Readings 370
11 Developing Political Strategy and Putting It into Action in the
Policy-Enacting Task 372
LEARNING OUTCOMES
372
Establishing Some Objectives in the Policy-Enacting Task
Determining a Position
Frame 374
373
373 • Selecting the Extent of Policy Changes
374 • Selecting a Time
Grounding Strategy in Current Realities in the Policy-Enacting Task 375
The Power Distribution 375 • Identifying Contextual Factors 379 • Past Stances 379
• Vested Interests 379 • Cohesion of Likely Opponents and Proponents 380 • Situational
Realities 380 • Adapting Strategy to the Setting 381 • Developing Alternative
Scenarios 381 • Selecting a Strategy 381 • Revising the Strategy 382
Seven Recurring Steps in Strategy in the Policy-Enacting Task 382
Organizing a Team or Coalition 382 • Establishing Policy Goals 383 • Specifying a Proposal’s
Content and Getting Early Sponsors 384 • Establishing a Style 385 • Selecting Power Resources
and Framing Strategy 385 • Implementing Strategy 386 • Revising the Strategy 386
A Policy Advocacy Challenge: How to Block Ill-Advised Policy Proposals
in the Policy-Enacting Task 386
Strategy in Legislative Settings
387
Organizing Legislative Advocacy Projects in the Policy-Enacting Task 390
Organizing a Team or Coalition 390 • Establishing Policy Goals in a Legislative Context 392
• Writing a Policy Brief: Specifying a Proposal’s Content and Getting Early Sponsors 392 •
Establishing a Style in the Policy-Enacting Task 393 • Selecting Power Resources and Framing
Strategy 393 • Implementing Strategy 395 • Revising the Strategy 403
Strategy in Agency Settings in the Policy-Enacting Task
404
Organizing a Team or Coalition 404 • Establishing Policy Goals in the Organizational
Context 404 • Specifying a Proposal’s Content 406 • Establishing a Style 406 • Selecting
Power Resources and Framing Strategy 407 • Revising the Strategy 408
Developing Strategy in Community Settings in the Policy-Enacting Task 408
Establishing Policy Goals in the Community Context 408 • Specifying a Proposal’s Content 408
• Establishing a Style 409 • Selecting Power Resources and Framing Strategy 409 • Revising the
Strategy 409
Using Task Groups in the Policy-Enacting Task
409
Policy Advocates’ Roles in Task Groups 410 • What Successful Task Groups Need 411
• The Task Group’s Mission 411 • The Task Group’s Leadership 411 • The Task Group’s
Developmental Needs 412 • The Task Group’s Procedures 412 • The Task Group’s
Structure 412 • The Task Group’s Deliberative and Interactional Processes 412 • The Task
Group’s Staff and Resources 413
Forming Coalitions in the Policy-Enacting Task 413
Establishing Networks in the Policy-Enacting Task 414
Addressing Dysfunctional Group Processes
California 415
414 • An Advocacy Campaign in Sacramento,
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
x
Contents
Chapter Summary 419
Competency Notes 419
Endnotes 420
Suggested Readings 421
12 Engaging in Ballot-Based Policy Advocacy
LEARNING OUTCOMES
423
423
Why Ballot-Based Policy Advocacy Is Important? 424
The High Stakes in 2016 427
The Limits of Electoral Politics and the Two-Party System 429
Developing Population Profiles 431
Using Power Resources to Persuade Voters 434
Using One-on-One Power Resources 435
Using the Media 436
Interacting with Opposing Candidates in Public Forums 436
Developing Positions on Issues and Demonstrating Positive Personal Qualities 436
Conducting Negative Attacks on Opponents 438
Getting Out the Vote 439
Securing Endorsements 440
Convincing Other Potential Candidates Not to Run 440
Gaining Support from Party, Trade Unions, and Other Groups 441
Finding Resources 441
Creating a Campaign Organization 442
Developing Campaign Strategy: Strategy Options at the Outset of a Campaign 442
Strategy During the Mid-Phase of a Campaign 443
Conducting Issue-Oriented Campaigns 444
Making Issue Campaigns and Electoral Politics Intersect 445
Participating in Electoral and Issue-Oriented Campaigns 446
Deciding to Run for Office 449
Selecting Other Public-Service Positions 454
Why Social Policy Often Hinges on Elections? 455
Chapter Summary 456
Competency Notes 456
Endnotes 457
Suggested Readings 458
Part 6 Troubleshooting and Assessing Policies
459
13 Troubleshooting the Implementation of Policies
in Task 7 460
LEARNING OUTCOMES
460
A Framework for Implementing Policy in Task 7
461
The Context of Implementation 462
Policy Innovations or Major New Initiatives 467
Oversight Organizations and Staff 469
Primary Implementing Organizations 470
Interorganizational Processes 472
Diagnosing Implementing Processes 476
Actual Outputs: Assessment of Implemented Policies
477
Reforming the Implementation Process in Task 7
478
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Contents
Do Policy Advocates Ever Sabotage Policies?
Case Study of Implementation
Chapter Summary 486
Competency Notes 486
Endnotes 486
Suggested Readings 487
479
481
14 Assessing Policy: Toward Evidence-Based Policy
During Task 8 488
LEARNING OUTCOMES
488
The Rationalists’ Hope 489
Defining Evidence-Based Policies 490
Why Supportive Policies Are Needed for Evidence-Based Practices
Policy Assessment as Argumentation 493
Some Technical Tools 495
Countering Innuendos That Lack a Basis in Research 497
Some Barriers to Evidence-Based Policies 499
Remarkable Policy Successes 501
Returning to Values 501
Chapter Summary 503
Competency Notes 503
Endnotes 503
Suggested Readings 504
492
Name Index 505
Subject Index 509
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
xi
Special Features
Policy Advocacy Challenges
1.1 Mapping Structural Discrimination
8
1.2 Enhancing the Rights of Children Who Are
Sexually Assaulted in School 9
1.3 Multiple Policies Impacting Single Motherhood 15
1.4 Using the Web as a Policy Advocate 17
1.5 Identifying Policy Improvements That Have Helped
Your Grandparents, Parents, and Yourself 24
1.6 Social Work Students Fight Cuts in Mental
Health Spending 26
1.7 The Imperative to Decrease Inequality in the
United States Through Policy Advocacy 26
2.1 Policy Advocacy Fitness Plan 33
2.2 Empowering Clients or Citizens to Seek Social
Justice 35
2.3 Imagining a Better Society 37
2.4 Thinking Critically When Using the Web 39
2.5 Linking to an Advocacy Group 41
2.6 Ethical Reasoning by Frontline Social Workers 43
2.7 Using Different Ideologies to Frame Issues and
Take Positions 48
2.8 Using Evidence-Based Policies in Policy
Advocacy 52
2.9 Understanding the Causes of Homelessness 60
2.10 Why We Cannot Curtail Homelessness Without
Policy Advocacy 65
3.1 Conducting Research to Support Policy
Advocacy 75
3.2 Forming a Coalition to End Homelessness in
Guilford County, North Carolina 80
3.3 The Four Skills in Practice 87
3.4 How Debbie Stabenow, a Social Work U.S.
Senator, Engaged in Policy Advocacy to Solve the
Crisis of Flint, Michigan in 2016 92
3.5 How MSW Students Engage in Policy Advocacy
with Respect to Homelessness 94
4.1 Finding Information About Political
Institutions on the Web 101
4.2 How Social Workers Run for Office
114
120
4.3 The Use of the Law in Policy Advocacy
4.4 Agency in Policy Turmoil
125
128
4.6 Challenges in Getting Officials to Collaborate 135
4.7 The Ecology of Policy as It Relates to
Homelessness 136
5.1 Issues Raised by Wal-Mart in a Global Context 144
5.2 Using the Web to Find International Data 149
5.3 Websites Pertaining to Migrants or Immigrants
in the United States and Abroad 156
5.4 Should the United States Start Protecting Cities and
States Likely to Be Affected by Rising Seas? 160
5.5 Serving as an Intermediary Between Immigrant
Communities and Sacramento: Lessons
Learned 164
5.6 Factors to Consider in Rebuilding Areas Stricken
by Natural Disasters 167
5.7 International Advocacy Organizations 169
5.8 Can the Partisan Divide over Immigration in the
Presidential Election of 2016 Be Breeched? 171
6.1 Finding Emerging Legislation in State and
Federal Jurisdictions 178
6.2 Using the Mass Media to Discover Issues That
Might Be Placed on Policy Agendas 185
6.3 Combating Homelessness Through Policy
Advocacy at the Federal Level 187
6.4 Framing Issues to Attract Support for Policy
Reforms 189
6.5 Using the Mass Media to Place Issues on
Agendas 191
6.6 The Competition for Policy Agendas—and
Diversions from Them 196
6.7 Using the Agenda Funnel to Predict What Social
Issues President 200
7.1 Using the Web as a Tool in Policy Analysis 210
7.2 Preventing Homelessness Among LGBTQQ
Youth 214
7.3 Diagramming a Social Problem in Step 1 217
4.5 Map of Agency Policies
xii
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Special Features
7.4 Developing a Typology of Homeless Persons in
Step 1 220
7.5 A Focus Group in Action in Step 1 222
7.6 Designing Services for Homeless Children in
Step 1 227
7.7 Developing a Prevention Program and
Convincing Decision Makers to Adopt It 233
7.8 Using Demographic Data to Locate At-Risk
Populations 236
7.9 Analyzing Effects of and Solutions to Concentrated
Poverty in the United States and Globally 241
8.1 Stakeholders and the Wheel of Interaction 248
8.2 Is It Fair? 258
8.3 Micro-Level Policy: Examining Policy TradeOffs in Agencies 273
8.4 Policy Advocacy Challenge 276
8.5 Improving the Education of Fujianese Students
in New York City 276
9.1 Attacking Someone Else’s Proposal 288
9.2 Debating Johnson’s Arguments in a Changed
Environment 290
9.3 Using Hardball and Softball Styles of Negotiation in
Reforming the Nation’s Immigration Policy 293
9.4 Using a Novel Message 296
9.5 Persuading City Hall to “Ban the Box” 307
9.6 Diagnosing Why Specific Speeches Are
Successful 309
9.7 Finding Funders via the Web 309
9.8 Creatively Seeking Funding Sources 310
9.9 Writing a Grant Proposal: The “Empowering
Women for Change” Project 310
9.10 Making a PowerPoint Presentation to Public
Officials with Respect to Homelessness in Los
Angeles County 313
10.1 Familiarizing Yourself with Political
Institutions 329
10.2 Developing an Innovative Program in an
Inhospitable Setting 332
10.3 How Lobbyists for New Orleans and Louisiana
Need Many Kinds of Power 340
10.4 How National Politics Works—the Wrong Way 343
10.5 The Internet as an Advocacy Tool 346
10.6 The Use of Manipulation in Political
Communication 353
10.7 How Low-Budget Lobbyists Get Power 355
10.8 From Powerless to Powerful: Susan’s Story 363
11.1 Finding Information about National Political
Strategy 375
xiii
11.2 How I Used Force Field Analysis in Helping
Develop a Plan to End Homelessness
378
11.3 Keeping a Coa