Developing Political Strategies In Social Work Advocacy

Developing Political Strategies in Social Work Advocacy

In this week's resources, you explore the stories of Susana and the Bradley family. They are all in situations that need social work intervention and advocacy. What political strategies would you use to enact policies developed to assist these individuals? In this Discussion, you develop political strategies to address one aspect of the situation(s) and problem(s) facing Susana and members of the Bradley family. To Prepare: Read and review Chapter 11 in your text.

Read "Social Work Policy: Children and Adolescents" and "Social Policy and Advocacy: Violence Prevention". View the Bradley Episode 7 in the media for this week. Post an explanation of the political strategies you would use to address one aspect of the situations/problems facing Susana and members of the Bradley family. Explain why you selected that strategy. Be sure to support your post with specific references to this week's resources.

Paper For Above instruction

Developing effective political strategies is essential for social workers aiming to influence policy changes that benefit vulnerable populations such as Susana and the Bradley family. Political advocacy can take multiple forms, including lobbying, coalition-building, grassroots mobilization, and direct engagement with policymakers. Selecting an appropriate strategy requires understanding the specific context, stakeholders, and desired outcomes.

One significant aspect of Susana’s situation that warrants targeted policy advocacy is her truancy and mental health needs. Her case highlights the intersection of educational policy, mental health services, and juvenile justice—areas that are often disconnected despite their overlapping influences on youth well-being. Therefore, the political strategy I would employ is a coalition-building approach that involves collaboration among mental health agencies, educational institutions, and juvenile justice systems to create a comprehensive support system for at-risk youth like Susana.

Building a coalition would serve multiple purposes: raising awareness among key stakeholders, mobilizing community resources, and advocating for policy reforms that facilitate early mental health intervention within the school system. This approach draws on the principles articulated by Jansson (2018), who emphasizes the importance of forming strategic alliances to influence policy processes effectively. It also aligns with the policy advocacy framework presented in Chapter 11 of the course textbook, which advocates for creating shared agendas among diverse stakeholders to facilitate policy change.

The rationale for selecting coalition-building as the primary strategy stems from its capacity to generate collective power. By uniting mental health providers, educators, school administrators, parents, and legal professionals, social workers can foster a comprehensive response to issues like Susana’s withdrawal and truancy. This approach ensures that policies are not solely focused on punitive measures but are oriented towards preventative mental health services and supportive educational policies (Plummer, Makris, & Brocksen, 2014).

Moreover, this strategy allows for sustained engagement beyond individual casework, contributing to systemic change. For instance, advocating for policies that embed mental health screening and counseling services within schools aligns with findings from research demonstrating the effectiveness of school-based mental health programs in reducing absenteeism and improving psychological well-being among adolescents (Alongi et al., 2013).

In practical terms, the coalition would engage in several activities, including drafting legislative proposals, conducting community forums, and meeting with policymakers to emphasize the importance of mental health funding in schools. Additionally, advocacy campaigns can be launched through media outlets to change public perceptions and generate political momentum for policy reforms.

Supporting this approach involves understanding the socio-political landscape and leveraging evidence-based research. Establishing relationships with policymakers and other stakeholders early in the process, as suggested by Jansson (2018), increases the likelihood of successful policy enactment. Additionally, involving community members and advocacy groups ensures that policies reflect the needs and priorities of those affected, fostering a more inclusive and sustainable change process.

In conclusion, coalition-building emerges as an effective political strategy for addressing the multifaceted issues faced by Susana, including mental health and educational access. Such an approach exemplifies collaborative advocacy that amplifies voices across sectors and levels of government, ultimately working towards policies that promote social justice, mental health, and educational equity.

References

• Alongi, C., Burns, B. J., Hoagwood, K. E., Petrila, J., & Pires, S. A. (2013). Building mental health and education systems collaborations: A framework for best practice. Administration and Policy in Mental Health and Mental Health Services Research, 40(4), 241-251.
• Jansson, B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice (8th ed.). Pacific Grove, CA: Brooks/Cole Cengage Learning.
• Plummer, S.-B., Makris, S., & Brocksen, S. (Eds.). (2014). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing.