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Influence 7.2/Fall '03
CHAIRMAN'S LETTER Greetings! The academic calendar has unfolded to a new year, 2003-04, and ISP invites you to become involved with its new goals and initiatives. We have much for which to be grateful, and in this issue, you will undoubtedly be impressed with the skills and successes of our annual ISP national contest winners, the many testimonies and stories of student legislative advocates, and the steady march of state policies that affect our clients and ourselves. First, you must read the new ISP contest flyer and rules. We have decided to modify the contest and offer students and faculty more money as prizes. We have also linked the students and faculty together in submitting an entry. Faculty cannot win the $500 award unless their students win the $1,000 award at the BSW or MSW levels. So, it will “pay” for faculty to encourage, support, and assist their students to submit the best project possible. And, there are no restrictions on how much or what kind of help a faculty member can offer his or her students. Let's get the number of entries up this year! I remind you that ISP disseminated a proposal last Spring on the Bush administrations Medicaid policy reforms. It came just as the year was ending in May, and many of you did not receive it in time to engage students and your programs in advocating for the ISP position. This proposal is now located on our website and I urge you to review it again and send it to your Governors and Congressional delegations. There is a marvelous trend developing in our social work programs: students are actually introducing legislation (through their legislators, of course) in order to effect desirable policies. To me, this is the ultimate ISP goal. As you read about the ISP contest winners and several other testimonials in this issues, e.g., Gore's article on BSW and MSW students, you can see the potential and the actuality of this trend. We must encourage this activity. We have even set a new goal for it, and your support is paramount. Our three ISP videos in the Policy Affects Practice series are receiving very positive reviews. If you do not have them, contact Bob Schneider immediately and he will send them to you. If you do have them, please schedule them for your classes and share them with colleagues who teach policy practice. In fact, one of them is available at our website where you and students can watch it online. Somehow, these visual resources are reaching students… see student testimonials. ISP thinks these videos can make a big difference in engaging students in the legislative process. All members of ISP are entitled to copies; do not be left out. And, they make class preparation easier! Please consider donating some items, services, summer homes, jewelry, treasures, art, antiques, etc. to the ISP annual auction. Call or email Bob Schneider and let him know. It will take place at APM in Anaheim, CA in March. Keep an eye on your state’s budget. This is where the action is now. Have a great semester. All the best. ISP 2003-2004 GOALS
ISP WEBSITE Influencing State Policy's website, http://www.statepolicy.org, is available 24 hours a day and seven days a week. As of August 15, 2003, there have been more than 31,515 visits. Recall that one of our new goals is to have 1,200 visits per academic month. One ISP initiative this year is to integrate the website into the classroom or assignments. Please send your exemplar assignments to Bob Schneider to share with others. ISP Liaisons are urged to encourage colleagues and students to use the site for policy related resources. New linkages are regularly being added, so check out the site and review the “resources” section again. One very exciting addition contributed by our webmaster, Joseph Reiter at Florida State University School of Social Work, is the capacity to view ISP video #3, Policy Affects Practice and Students Affect Policy, online. You can assign a viewing of it to your students or play it online in class by clicking on “media” and following directions. Please let Bob Schneider know how it works for you. New websites and internet resources
UPCOMING EVENTS September 1, 2003. New goals and initiatives set for ISP. Kickoff for the Annual Influencing State Policy Contest-2004. October 9, 2003. Biannual Policy Practice Forum in Washington, DC at the national Capitol. Contact Deborah Harburger from the University of Maryland at dkopl001@umaryland.edu or Larry Ortiz, Chair, at lortiz@ssw.umaryland.edu October 23-27, 2003. Annual Conference of the Association of Baccalaureate Social Work Program Directors in Reno, Nevada. For more information: go to the BPD website at http://www.rit.edu/~694www/bpd/conference/ or BPDConference@aol.com. November 15, 2003. Deadline for completed proposals for the ISP $2,000 Ph.D. Dissertation Award - 2003. See rules page or call Bob Schneider at 804.828.0452 or email rschneid@vcu.edu. February 28 through March 3, 2004. ISP Annual Planning Luncheon during the APM of the Council on Social Work Education in Anaheim, CA. Reservations required. Call or email Bob Schneider at 804.828.0452 or rschneid@vcu.edu February 28 through March 3, 2004. Annual Auction of Influencing State Policy at the APM of the Council on Social Work Education in Anaheim, CA. February 28 through March 3, 2004. Annual Meeting of Influencing State Policy at the APM of the Council on Social Work Education in Anaheim, CA. Includes the winner of ISP Ph.D. $2000 dissertation stipend for 2003. April 15, 2004. Monday. Deadline for paper/presentation proposals for the APM of The Council on Social Work Education, February, 2005, in New York City. Contact: http://www.cswe.org or 703.683.8080. May 10, 2004. Deadline for entries to The new Annual Influencing State Policy Contest-2004 for students and faculty sponsors. See the rules and instructions. GUAM SOCIAL WORK STUDENTS REACT TO ISP VIDEO Several students in Dr. Vivian Dames' BSW policy class at the University of Guam viewed the ISP video #3, Policy Affects Practice and Students Affect Policy. They analyzed the video's content and wrote down their reflections: Joliene Hasugulayag said: “Watching the video served as an eye-opener for me. Like some of the students in the video, I have always thought to myself, “I am just a student. I don't have any power. What can I do?” I had never really thought about how much policy affects not only my practice, but my daily life as well. In a way, I set all that “stuff” apart from me...like I was outside looking in instead of being a part of everything. And instead of just dismissing all with which I disagree (in terms of policy), I found myself thinking about how I might change things. I now see that, though I am just a student, I have a voice and a mind and that IS power. It showed me that I am not the only one who has had these feelings of “separateness and intimidation” in regards to policy. I know that I can make a difference. All I need to do is accept the challenge and “step up to the plate.” Valerie Jean M. Consul stated: “The video was a great inspiration to me. It allowed me to think of ways I can change something that is wrong and unjust. Because the video portrayed undergraduate and graduate level students, it was easier to grasp, compared to those bombarding us with academic professionals. The ideas, opinions, and stories of those students in the video caught my attention and allowed me to put myself in their place. It made me feel more comfortable with the thought that I may be able to visit one of my island's senators and speak with them on the subject of changing or creating policies. As an idea for another video, I think it would be great to include excerpts of students actually in, as we say, the “hot seat.” I would like to see their journey to the top and watch how their work unfolds. I would like to see personal testimonies and get reactions about their feelings going into and coming out of those “heated” rooms. The video was great. Thank you for allowing us the opportunity to watch it.” Mary Christine V. Zabala said: “Before I declared Social Work as my field of interest, I did not know that there is more to it than just helping someone through counseling, linking clients to other resources, or basically case work. I grew up believing that if it doesn't affect you directly, then don't get involved, and that is how I came to believe “policy” was something that I didn't want to deal with. I had come to believe that policy involving amending new policies, advocating for it, and all the dirty work was another person's job and not mine. With the video, Policy Affects Practice and Students Affect Policy, I now realize that somehow, someday, I will need to get into the whole notion of advocating for policies. I have to first break through the barriers of the fear of getting involved with such power. Using policy as a way of helping clients is something I thought happened when you link clients to politicians or lawyers who advocate for policies and laws, but not as a social worker who would just do family counseling and intakes. It is still a bit overwhelming to fully grasp and apply the whole notion of policy affecting practice and vise versa. In time the words, policy, advocacy, laws, and legislature will be some of my favorite words. Policy making or changing policies was just a new skill waiting to be born." SILENT & LIVE AUCTION: ANAHEIM, CA Influencing State Policy's annual auction will take place during the APM of the Council on Social Work Education in Anaheim, CA, Feb. 28 - Mar. 3, 2004. Plan to be there, bring your friends, and, above all else, donate a special item to enliven the evening and increase our ability to support our Ph.D. award and video productions. Last year, we had the following go under the hammer: a 6 day, transatlantic cruise aboard the QE2 for two, 4 tickets to a taping of Oprah, a week's stay at a guest home in Tucson, AZ, a long weekend in a New York City apartment, round trip economy class tickets on three airlines, autographed photos of Senators Stabenow and Mikulski (both MSWs), Chinese art and papercuts, Ethiopian silver jewelry, a basket of goodies from the great Lonestar state, 6 bottles of Niagra, a complete set of the Social Work Yearbook from 1929, dinner for 3 with NASW President Terry Mizrahi, a feature magazine with the Rolling Stones in the 70s, hand-woven basket from Africa, jewelry by F. Ellen Netting, and much more. This year, we will hold a “silent auction” in the exhibitors' hall and a brief “live auction” at noon when we will offer our major prizes. PLEASE email Bob Schneider at rschneid@vcu.edu with your donations and contributions. Our goal is to raise $5,000, so we need some attractive items! DID YOU KNOW?
POLICY & POLITICS IN THE FIELD PRACTICUM At the 49th Annual Program Meeting of CSWE in Atlanta, Dr. Ruth Brandwein, State University of New York at Stony Brook, organized a Faculty Development Institute entitled, “Incorporating Political Social Work and Policy Advocacy in the BSW and MSW Practicum Experience.” Here are some field agency-related suggestions for programs and faculty to follow from Dr. Diana DiNitto, University of Texas at Austin, School of Social Work, ddinitto@mail.utexas.edu:
FACULTY IDEAS At the University of Vermont, Ann D. Pugh, who is a state legislator and faculty member of the School of Social Work, reports the following: “We now have four MSW's who are legislators: two senators and two representatives. We have both an MSW and a BSW student doing internships with the state chapter of NASW. All second year graduate students in their policy practice course this fall had as part of their assignments a policy lab: 10 hours of volunteer commitment to a political campaign of their choosing. Student feedback was strong.” Ashley Cruce of the St. Louis University School of Social Work and Director, Center for Social Justice Education & Research and an ISP Liaison identified a great teaching resource called Electronic Hallway at http://www.hallway.org. It's free access. (Go there to “Get a password”)—
Elizabeth Marerro, University of Texas Austin adjunct professor and Governement Relations Coordinator, NASW-TX, summarized the Biennial Social Work Student Day at the Texas Legislature on 2.11.03—
Donna McIntosh, faculty at Siena College in NY, told about her legislative advocacy in April with 35 students and 8 faculty members who were advocating for mental health parit—
NEW YORK STUDENT REVEALS LOVE FOR POLICY ADVOCACY Elizabeth Barton, a student at Siena College in NY, wrote a final exam paper in the Spring, 2003 in which she summarized her experience in a BSW policy class. Her professor, Donna McIntosh, suggested that ISP publish it. When we start to ask questions about why things are the way that they are, we first look at the individual, a quick person to blame it on. Then we try to change the individual, thinking that is going to fix everything and maybe it will. But down the road, we need to look at how this person got to this point in life. Then we start to realize little by little that, in order to best serve the individual, you need to help change the environment around them. Society as whole needs to change. Everything in the previous paragraph is what I learned in Policy class this semester. I learned there are so many things you can do to speak out and show your support or opposition about an issue. You can do things on a smaller scale that still make an impact, such as flyers, letters to the editor, public service announcements, lobby, and do oral or written testimonies. On a bigger scale, you can include protests and peaceful demonstrations. Whatever way you choose to advocate for your clients or yourself, you are making an impact by making yours and others' voices heard. I also learned that saying nothing about things means that you agree with them. Before taking policy this semester, I was very nervous, because I didn't know much about it. When I entered Social Work, I wanted to focus on the clinical aspect of it. I wanted little to do with macro work. I have since changed my mind after policy class. I knew before this class that I am not a team leader, but I am a team player. In policy, you need a leader, but it is also important that everyone speaks their mind. You need a team organizer, but you also need a team with a passion for the issue. You really get a high from doing the different policy exercises. I learned a lot, had fun, and made my voice heard. I am supposed to write about what I learned about myself as a result of participating in the policy advocacy activities, but I really can't find the words to do it justice. I know that I can be a leader and a team player for an issue for which I feel passionate and well educated. (That is another thing I learned - don't just do things because everyone else is and not know anything about it. You will not help your client or anyone else if you have no idea what you are talking about.) This was a great class and a great experience! To summarize what I have learned: I can do so much to advocate for my clients and about issues that I feel strongly about. I have a real desire to do the macro path in graduate school. Even though I am not a team leader, that doesn't matter. My voice still counts.If I need to organize, I have a good foundation and knowledge base to do so. I am going to graduate school for macro social work practice. There I will continue my education in policy advocacy to become better educated on the systems, how they work, and what I can do to change them or keep them the same. I promise that I will help to get the BSW students in the New York State licensure bill and that I will never stay silent when some one asks for my opinion. I will never just let them assume what I am thinking when it comes to policy issues. I will also speak out against social and economic injustices that I or my clients encounter by writing letters, sitting on boards, protesting, giving testimony, sending post cards and doing whatever it takes to make my voice and my clients' voices heard. Hopefully, I will be on the inside making changes. This is how I will commit myself to being an active citizen and social worker. MAKING A DIFFERENCE MSW & BSW STUDENTS CAN INFLUENCE STATE POLICY —by Ms. Suzanne Gore Ms. Suzanne Gore, JD and 2nd year Macro graduate student at Virginia Commonwealth University interviewed Ms. Aimee Perron, MSW, the Legislative Director for the ACLU of VA. Ms. Perron is a former ISP Board of Advisors member and winner of the2001 ISP national contest for MSW students. Ms. Gore explores how BSW & MSW students can influence state policy using Ms. Perron's own experiences. If we did not believe that one person could make a difference in the lives of others, we would not be social workers. Making a difference by changing state law, however, may not fit directly with our own self-perceptions as social workers. For at least one student, however, this was not the case. Aimee Perron (MSW '02) navigated the 2002 and 2003 Virginia General Assembly sessions advocating a cause in which she believed. She experienced numerous roadblocks along the way, but fought hard to make Virginia a safer place for all citizens and specifically for young women. This article explores Aimee's experience with the legislative process and provides guidelines and inspiration for future social work students endeavoring to effect a statewide policy change. Aimee's second year field placement was in the legislative office of Senator John Watkins, a Republican representing portions of Richmond, Virginia, and several surrounding counties. Senator Watkins, a businessman who had usually hired law students as interns in the past, offered to oversee a social work student in order to increase his knowledge of social issues. Upon the Senator's request for social work issues, Aimee immediately thought of dating violence. During her first year Policy, Community, and Organization Practice class, Aimee had written a policy analysis paper on this topic. Based on her extensive research for this assignment, Aimee knew that the incidence of dating violence was increasing. Since Senator Watkins agreed that a change in the current law was a worthy cause, he and Aimee set to work preparing a draft of a bill that would enable judges to issue protective orders to protect the health or safety of an individual in a dating relationship. She did not foresee the uphill battle she would end up facing. During the 2002 General Assembly session, Senator Watkins introduced the bill while Aimee met with legislators, spoke at committee hearings, and attempted to rally support for the measure. Although it passed the Senate, it did not pass the House Courts of Justice Committee that voted to send it to the Virginia Crime Commission to be studied further in the interim. Senator Watkins subsequently reintroduced the bill during the 2003 session. Aimee was confident that the facts indicated the necessity and potential effectiveness of the proposed legislation. Unfortunately, she also came to realize that having the facts on her side was not even half of the battle. She was surprised to discover that many legislators with whom she met simply did not see dating violence as a widespread enough problem to justify a change in the status quo. Others were influenced more by their party's position or their own preconceived moral or political beliefs than they were by a careful analysis of the available facts on the issue. Some members viewed a bill that helped protect individuals from dating violence as a bill diminishing the sanctity of marriage. Other members thought the bill would infringe upon the rights of Virginians to bear arms, because current law prevents a person from legally carrying a firearm while under a protective order. Some even feared that the bill would serve to promote the legitimacy of gay and lesbian relationships. Somewhat shocked by this myriad of political and moral interpretations, Aimee worked hard to emphasize that the purpose and intended effect of the bill was to protect young women. The next challenge Aimee faced was a lack of strong coalition support for her bill. She had essentially become a oneperson political action committee. A few victims’ rights groups happily stamped the bill with their seal of approval, but offered little or no further support. During the 2003 session, Virginians Aligned Against Sexual Assault offered some lobbying assistance, but otherwise, Aimee and Senator Watkins were on their own. As a result, there were many times when getting the bill passed seemed like an insurmountable challenge. At one point, Aimee was ready to pull the bill from consideration, but Senator Watkins, convinced of the worthiness of the cause, encouraged her to be patient and keep up her lobbying efforts. Aimee realized later that with greater coalition support, the fate of this bill would not have rested so squarely on her shoulders alone. Finally, after modest success in 2002, and continued effort by Aimee, Senate Bill 893 passed during the 2003 General Assembly session, albeit not in a form that Aimee feels will most effectively help the victims of dating violence. Though somewhat disappointed in the outcome of her bill, she was very satisfied with the experience she gained. At the very least, she raised awareness in the legislature -a prerequisite to effecting change, and without her efforts, no progress on this issue would have occurred at all. Upon reflection, Aimee realizes that she did some things very well. First, she was persistent and dedicated. She identified who was influential to her cause and relentlessly pursed them. She did not give up, even though she wanted to on many occasions. Second, even though the facts did not seem to dictate how legislators would vote on the bill, her command of the facts gave her credibility with legislators in both private discussions and during committee hearings. An advocate without credibility is simply a random complaining person. Third, Aimee asked Senator Watkins to patron her bill mostly due to convenience, but it also helped that he is a Republican. Republicans control both the House of Delegates and the Senate in Virginia. Having a Republican support a bill that would normally be seen as an issue for Democrats proved to be a vital and largely successful strategy. Finally, Aimee learned that she needed to temper her somewhat idealistic expectations of both the political process and the individuals involved with it. When she arrived for scheduled appointments with legislators, few of them had even read the bill. Additionally, she learned to be flexible regarding amendments to her bill. Initially, she did not want to accept anything other than the bill in the form in which she initially drafted it, but eventually she learned that conceding on some points might help the fundamental issues to pass. Aimee offers the following suggestions to any social work student advocating before the state legislature:
As social workers, state legislatures’ decisions affect our profession more than most other professions. On a daily basis, we see the impact of state policy on ourselves and on the lives of our clients. As service and social justice are key components of our code of ethics, it is not only our job, but also our duty to take action in support of these goals. Hopefully, there will continue to be more social work student activists like Aimee Perron in the near future. Just imagine the positive change that MSW students could effect if they organize and coordinate their lobbying efforts on a large scale in each state! STATE NEWS States hoping
to keep government running and meet their budgets are turning
to higher taxes and fees to achieve their goals. In New York,
you will pay $2.50 more for a new tire. In Wyoming, you will pay
$200 to hunt big game. In Colorado, you will pay a $6.50 daily
fee per patient in a nursing home. New York raised its cigarette
tax last year; New York City and Connecticut raised it this year.
New Jersey is thinking about raising it. In Massachusetts, one
proposed fee would charge blind people $10 for a certificate of
blindness so they could access state services. The diagnosis
of the AIDS virus has risen in 25 states. It rose 8% from 1999-2001.
There was also a slight increase in syphilis rates. It suggests
that sexually active Americans may be growing complacent about
contracting the deadly AIDS virus. ISP INITIATIVES
STUDENT PROJECTS Tanya Hurd and Meghan Parker of Eastern Nazarene College’s BSW program led BSW students in Massachusetts to advocate for changes to the state’s Social Work Licensing Law. They educated BSW students from around the state about the licensing legislation. In addition, they brought students from three BSW programs together for a rally to lobby legislators about this legislation. Gina Anzuini, a BSW student at James Madison University in Virginia, advocated for House Resolution 3132 that would restrict the size, weight, and length of tractor-trailers. Gina used her experiences as a victim of a tractor trailer accident which left her with a traumatic brain injury to write personal letters to each of New Jersey’s nine representatives. As a result, six of these legislators became co-sponsors of H.R. 3132. Lisa Shine, a BSW student at Boise State University in Idaho, worked with NASW-Idaho to organize a Legislative Advocacy Day for the state’s social work students. One hundred thirty students from five colleges were present at this event and personally distributed notes to legislators regarding a death penalty bill. During this event, students were educated about the policy process, attended committee meetings, and many met the state’s governor. Jill Takes of Missouri Western State College’s BSW program participated in a class project that exposed students to legislative advocacy. During a Legislative Summit at the state capital, she and fellow students engaged in a debate with a state legislator over a bill they had researched. Claudia Begino, Jamie Bravata, Lori Carillo, and Humie Toi, MSW students at California State University-Long Beach, advocated on behalf of title protection for social workers in California. They met with the chair of the Committee on Business and Professions to provide him with information about Assembly Bill 445, with which he was unfamiliar. Two days later, the committee unanimously voted in favor of the bill. Linda Brazeau, Kelly Colbert, Jennifer Hirsch, and Janet Powers of Georgia State University’s MSW program created a grassroots organization to advocate for nursing home reform. Currently, 33 nursing homes in Georgia have staffing levels below state requirements. These students collected signatures from over 1000 constituents across Georgia who support changes in these nursing homes, formed relationships with other statewide organizations, and set the groundwork for gaining influence and legislative support during the next legislative session. Roderick Harris of Florida A & M University’s MSW program is an active member in a Florida advocacy group that has been advocating for the restoration of voting rights to ex-felons. He has worked with several advocacy groups in the state to encourage them to continue focusing on this issue. Rebecca Kirkman, a MSW student at Virginia Commonwealth University, helped organize and promote an Advocacy Day for bills related to domestic violence and sexual assault. During Advocacy Day, Rebecca spoke with several legislators and legislative aides and advocated on behalf of a dating violence protection order bill. Amanda Martin of the University of South Carolina’s MSW program organized a movement for the peaceful resolution of the conflict in Iraq. Together with other social workers and South Carolina citizens, she organized a weekly vigil at the state capitol, sent activists to rallies in Washington, D.C., organized panel discussions, and participated in other advocacy activities in opposition to the war. She also met with U.S. Senator Fritz Hollings to request a line-item budget of the costs of the war to South Carolina taxpayers. Amanda Martin, Linda Gaughman, Mary Ellen Chafin, Kesha Wall, and Catherine Warner, MSW students at the University of South Carolina, created the Universal Living Wage Project. Through this project, they organized a workshop to educate social work students about the living wage campaign and advocated for the repeal of a state law that prohibits the state from raising the state minimum wage higher than the federal minimum wage. They met personally with South Carolina’s governor, presented him with data relating to a living wage, and requested his support in repealing the law. Second-Year MSW Administration, Planning and Policy Students at Virginia Commonwealth University’s Richmond campus analyzed the Bush Administration’s proposal to restructure the federal Medicaid program and developed a four-page response spelling out their concerns about elements of the proposal. The letter, intended to serve both to educate and to advocate for changes to the Administration’s proposal, was sent to national social work advocacy groups, some state governors, the chairs of the Congressional committees with Medicaid oversight responsibilities, and the students’ own congressional representatives. John Sergent of the University of Kansas’ MSW program advocated for changes in Kansas’ eligibility requirements for teenage parents to qualify for economic assistance benefits. He educated agency administrators about the need for changes, and spoke with a state legislator and a state child advocacy agency. He also provided documentation of related programs and policies in nearby states. John recently received notice that the state’s eligibility requirements were changed. Caroline Shanti, a MSW student at Washington University, researched legislation regarding a system of care for children with Serious Emotional Disturbance (SED) and developed potential legislation for Missouri. There are over 50,000 children with SED in the state. The legislation Caroline drafted received widespread bipartisan support and unanimously passed out of committee in both the Missouri house and senate. Caroline is currently working with legislators to develop compromise legislation after the house made amendments to the original legislation. Rudy Troyer, Dana Judice, and Fall 2002 Advanced Indirect Practice Course Members in Louisiana State University’s MSW program developed, implemented, and evaluated the Test Evidence After Rape Project. Students designed the project to impact Louisiana policies regarding DNA testing in unsolved rape cases. The project culminated in a media day event, during which students gathered signatures for a petition delivered to legislators, disseminated information, and educated press representatives. After this day, legislators agreed to present the group’s concerns during the next legislative session. Jim Currier, a Ph.D. student at the University of Texas at Austin, has tracked legislation related to the compensation of crime victims. As a result of this legislation, Jim developed the Victim Services Tracking and Evaluation Project, a comprehensive case management system. He worked with a state legislator to draft legislation for this project. Although the project has not yet been approved, Jim is developing a local pilot study to test the project and will submit the findings to the legislature to support the proposed legislation. REFLECTIONS ON A BSW POLICY FELLOWSHIP IN WASHINGTON, D.C. —by: Erin Brackney, Baylor University Social policy has always fascinated me. This interest was nurtured in my social work education at Baylor University, where, through classes and an internship as a caseworker in the district office of U.S. Representative Chet Edwards (DTX), I was exposed to the unique social work perspective on social policy. These experiences proved invaluable to me, and further developed my interest in social work and social policy. With the encouragement of a favorite professor, I applied for the Baccalaureate Summer Policy Fellowship with the Institute for the Advancement of Social Work Research, in Washington, D.C., and to my surprise and delight, I was chosen as the 2003 fellow. Although I understood my position to be a research assistant to IASWR's Executive Director, Dr. Joan Levy Zlotnik, I had no idea what to expect as I arrived that first day. Dr. Zlotnik gave me no opportunity to be nervous, and that afternoon I headed off to the Capitol to take notes at a House Subcommittee Hearing on foster care funding—an issue of interest to IASWR. Since that day, I have been busy soaking up every minute of the numerous meetings, conferences, workshops, and hearings that I have attended on behalf of the Institute. Some of my favorite opportunities included a Senate Hearing that was attended by Senator Elizabeth Dole, a meeting of the Advisory Committee to the Executive Director of the National Institutes of Health, and a trip to Atlanta, GA, to help facilitate a meeting between the CDC and leading social work researchers, practitioners, and educators, organized by IASWR. As I reflect on this summer’s incredible fellowship experience, an insight I have gained is that social policy is accessible to social workers, and that to be agents of social change at every level of society is a fundamental responsibility of social workers. Social policy is the mechanism that governs our ability as a profession, as organizations, and as individuals, to empower those with whom we work. More than ever, it is imperative for social workers to become organized as a profession, understand the process of policy change, and to seek involvement in shaping the policy that influences our work with clients. If as social workers we view the political arena as an inaccessible sphere, then we will always be fighting for a voice, for funding and resources, and to be valued as a profession. Just as we work to empower those who are oppressed, we must work together to empower ourselves, and make our voice —which speaks for those who often cannot speak for themselves—heard above the political clamor. TEXAS STUDENT OVERCOMES HER OWN STATUS QUO Helen Coffman, a first year MSW student at the University of Texas at Austin School of Social Work wrote a reflection paper on her experience at the biannual Student Legislative Day at the Texas Legislature in February, 2003. “Whatever the issue, whatever the approach, we never feel we have enough knowledge or standing. (Loeb, 1999, p. 39).” This quote exactly defines my initial reaction to a student day at the legislature, or for that matter, to political activity of any kind outside of voting. The political arena is not my forte. I dislike vigorous debate. Being an activist in the usual sense of lobbying loud and long for the underserved populations of our society has never been part of my attempts to change the status quo. My advocacy includes talking to those with whom I already have a relationship, my friends, my neighbors, and my co-workers. Loeb (1999, p. 39) also said, “We don't dare to speak out unless we feel prepared to debate Henry Kissinger on Nightline.” How true this has been in my life. I have often held back from even commenting on issues, thinking that I could not eloquently defend my position. So what did this “legislative” day bring to a student who is not an activist in the traditional sense, a student who prefers the corner to the limelight? Actually, it brought quite a lot more than was expected. Personality issues aside, my own lack of an adventuresome spirit has no doubt kept me from utilizing what I do know, the values I hold dear and the people for whom I am willing to fight. The visit to the Capitol on January 22, my interview with Dorothy Brown from Representative Naishtat's office on February 10, and the meeting today cracked open that shell of not knowing and being fearful of exploring the legislative procedure. Because I have always been willing to face the personal trials in my life and seek help to resolve them, I have often felt impatient with those who refuse to do so, thinking them to be less than courageous. Yet I realize that for years I have done the same thing in regard to avenues with which I am unfamiliar and fearful, specifically advocating directly with my representatives in Congress or the Texas Legislature. My own courage has been lacking, and if left unchecked, it would have affected my service as a social worker. Realizations such as this and the commitment to change happen over and over in our lives as we mature and have new experiences. But in this case, exposure to the legislative process and how to be involved in advocacy has done more than just stimulate a pledge to myself to step out of my insecurity. It has opened a new horizon that involves seeing myself as a professional. Now I realize that my professional use of self includes seeing myself as a voice, a very important voice that can and should be heard. I may never be found blocking a road or hallway or carrying a sign in front of the Capitol (but then, who knows what the future may bring), but this experience has awakened in me the realization that I have knowledge of the needs of society that our legislators need. I also know that I am just as worthy to be heard as those who may be more eloquent. My job as a social worker, and even more importantly to me, my job as a Christian, is in great part to advocate for justice and to help those who need help. I must never do so for the bravado of the spotlight. As Weick (2000, p. 395)) says, “Social work does its good deeds out of sight.” Most of our tasks are hidden in the flow of day-to-day living. But, at the same time, in a profession where we are often content to go unnoticed we must also be willing to risk the notoriety of uncovering injustices in society. To do less is, as I earlier noted, ‘less than courageous’. “If we find our strength, we will speak with passion and clarity about the trials of people's daily lives and social workers' willingness to join them ... If we can find our courage, we may be finally free to do, teach, and write about the essential aspects of social work (Weick 2000, p. 401).” Whether we are advocating at the legislature or convincing a church group that offering job training as well as a food pantry to low income families meets important needs, we must find our courage and the resolve to share what we know about the needs of society. I am finding my resolve. The experiences around Student Day at the legislature have enlarged my perspective. Unlike what I would have thought when this assignment was announced, it was not the speakers or the topics of the small groups or interviewing Ms. Brown that impacted my thinking most dramatically. It was peeling another layer off of my insecurities and the resulting growth of my professionalism. Advocate is a term that has always applied to others in my life. Now I see how it also applies to me. I will be a more competent social worker as I incorporate that role into my practice. ——References: Loeb, P. (1999). We don’t have to be saints. In Soul of a citizen (pp. 34-57). NewYork: St. Martin’s Press, & Weick, A. (2000). Hidden voices. Social Work, 45(4), 395-402. FROM CLASSROOM TO ACTIVISM. TEXAS STUDENTS ORGANIZE TO DEFEAT LEGISLATION Marki McMillan and Julie Walker, students at the University of Houston Graduate School of Social Work describe below how the behavior of a Texas legislator spurred them and other students to political advocacy during the 2003 session. On March 13, 2003, about 150 students, faculty, and community members attended the “Stroll-In-Rally” outside of the University of Houston's Graduate School of Social Work (UH GSSW) in order to defeat Texas House Bills 194 & 916. Earlier, Rep. Talton introduced House Bill 194 that would prohibit gays, lesbians, and bisexuals from serving as foster parents in Texas. This bill called for the forced removal of currently placed children if it was determined that the foster parents were gay, lesbian, or bisexual. Rep. Sid Miller (RStephenville), proposed bill 916 that would amend state law to require that a petition for adoption be filed by more than one person, i.e., one man and one woman. On Student Legislative Day in February, Rep. Talton refused to talk to students about his proposed legislation. Following a conversation with a Talton staff member in the hallway outside of his legislative office, students decided to galvanize their concerns into a grass roots political effort to defeat the potential passage of the proposed anti-child and anti-GLBT legislation. Students organized the Stroll-In Rally featuring a legislative letter writing outpost and a slate of prominent speakers from the community. Speakers included: Houston City Council Member Annise Parker, who is in the process of adopting a child with her female life partner; Attorney Mitchell Katine, who is lead local counsel on the Texas Homosexual Conduct Law case which was heard by the U.S. Supreme Court on March 26, and who has recently adopted two children; Attorney Connie Moore who specializes in same-sex adoptions; Stephen “Arch” Erich, PhD, LMSW, Director of the BSW program at UH Clear Lake who has published research on same-sex foster and adoptive parents; and Eva Thibaudeau-Graczyk, LMSW, a graduate of the UHGSSW, who works with potential adoptive parents, and has fostered and adopted two children with her female life partner. The event was emceed by Dean Ira Colby of the UHGSSW and was well attended by students, faculty, and community members The Rally generated over 1,000 letters to members of the Juvenile Justice and Family Issues Committee, where the bills were being considered at the time. Due to the current legislative balance of power, these biased anti-child bills stood a strong chance of becoming law. The letter-writing effort was aimed at keeping the bills in committee and away from the conservative House floor, where they would go for debate and vote. On March 17, the Stroll-In Rally letters were piled into baby strollers and were delivered to each committee member at the Capitol during the Lesbian Gay Rights Lobby Day. NASW/TX Student Legislative Day provided the educational catalyst for empowerment for this event and the combined efforts of students, faculty, and community leaders resulted in a powerful display of social action in action. Finally, the two bills were defeated in the Texas Legislature! ISP MISSION
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- This page last updated on: Wednesday , January 23, 2008 -
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