The fifth edition of Social Policy for Effective Practice offers a rich variety of resources and knowledge foundations to help social work students understand and contend with the continually evolving social policy landscape that surrounds them. The authors have continued their values-based approach and kept the focus on clients’ strengths to help students position themselves for effective engagement on new fronts where policy threats and outcomes affect clients’ lives in myriad ways.
The new edition comprehensively covers the process of defining need, analyzing social policy, and developing policy. In this new edition, readers will find:
For use as a resource in foundations generalist social policy courses, either at the baccalaureate or master’s levels, the new edition of Social Policy for Effective Practice will challenge students to find areas of policy practice that spark their passion and prepare them to think about and use policy practice as a tool that can lead to the changes they care about.
1: Social Work and Social Policy: A Strengths Perspective 2: The Historical Context: Basic Concepts and Early Influences 3: The Historical Context: Development of Our Current Welfare System 4: The Economic and Political Contexts 5: Basic Tools for Researching Need and Analyzing Social Policy 6: Social Policy Development 7: Civil Rights 8: Income- and Asset-Based Social Policies and Programs 9: Policies and Programs for Children and Families 10: Health and Mental Health Policies and Programs 11: Policies and Programs for Older Adults 12: The Future
Dr. Rosemary Kennedy Chapin is an award-winning teacher and researcher, possessing extensive program development experience in the social policy arena. After receiving her PhD, she worked as a research/policy analyst for the Minnesota Department of Human Services, where she was involved in crafting numerous long-term care reform initiatives. In 1989, she joined the faculty at the University of Kansas, where she established the Center for Research on Aging and Disability Options (CRADO). Dr. Chapin has been recognized by many groups at both the state and federal levels for her years of cutting-edge research and advocacy. In 2016, the National Association of Social Workers (NASW) awarded her as a Social Work Pioneer. She has also been singled out for her pioneering policy practice work by the national organization Influencing Social Policy. Dr. Chapin and her husband have three children and live in Lawrence, Kansas.
Melinda K. Lewis is an Associate Professor of Practice in the School of Social Welfare at the University of Kansas and Associate Director of the School’s Center on Community Engagement and Collaboration. The instructors’ materials for this text were informed by her teaching of foundation and advanced-level MSW social policy and policy practice courses, and she also has years of experience advising students and field agencies on policy analysis and policy practice. Before joining the KU faculty, she worked on policy advocacy and community organizing at the local, state, and federal levels, in pursuit of economic justice and human rights. From 2012-2018, she was Assistant Director of the Center on Assets, Education, and Inclusion, based at the University of Michigan. She co-authored three books examining various aspects of the relationship between wealth inequality and children’s educational outcomes. The most recent, Making Education Work for the Poor: The Potential of Children’s Savings Accounts (2018, with Dr. Willie Elliott), makes the case for financing higher education from universal assets rather than dependence on student debt.
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1.1 Donaldson et al
PDF1.2 Ersing and Loeffler
PDF1.3 Gates
PDF1.4 Rapp et al
PDF2.1 Cnaan and Newman
PDF2.2 Kreutziger et al.
PDF2.3 Lysack
PDF2.4 Malekoff and Papell
PDF2.5 Moore
PDF2.6 Smolak
PDF3.1 Barretti
PDF3.2 Faber
PDF3.3. Gerst
PDF3.4 Harvey
PDF3.5 Witt
PDF3.6 Laperriere et al.
PDF4.1 Gilmore and St.Clair
PDF4.2 Hemerijck
PDF4.3 Jansson et al.
PDF4.4 Ketola and Nordensvard
PDF5.1 Burdge
PDF5.2 Clawson and Jett
PDF5.3 Cronley
PDF5.4 Kanenberg
PDF5.5 Nixon
PDF5.7 Rose et al.
PDF6.1 Chamlin and Denney
PDF6.2 Grinstein-Weiss et al.
PDF6.3 Gen and Wright
PDF6.4 McConnell
PDF6.5 Steen
PDF7.1 Almeida et al.
PDF7.2 Franco
PDF7.3 Garcia
PDF7.4 Karger and Rose
PDF7.5 Kelly and Varghese
PDF7.6 Kick
PDF7.7 Meyer and Keenan
PDF7.8 OBrien and Brown
PDF7.9 McMillin
PDF7.10 Pardeck
PDF7.11 Perez-Felkner
PDF7.12 Unal
PDF8.1 Ali et al
PDF8.2 Brooks et al
PDF8.3 Cheng and Lo
PDF8.4 Ghilarducci
PDF8.5 Katz
PDF8.6 Mutchler et al
PDF8.7 Rogers et al
PDF8.8 Rose and Cartwright
PDF8.9 Rossi and Curtis
PDF8.10 Stone
PDF8.11 Wagaman et al
PDF9.1 Albert and Lim
PDF9.2 Duran and Posadas
PDF9.3 Larkin et al
PDF9.4 Lennon-Dearing et al
PDF9.5 Lohr et al.
PDF9.6 Marcal
PDF9.7 Phillippi
PDF9.8 Pryce et al.
PDF10.1 Anderson et al.
PDF10.2 Burgin
PDF10.3 Fang et al
PDF10.4 Gass and Bezold
PDF10.5 Horevitz and Manoleas
PDF10.6 Mulligan et al
PDF10.7 Owens
PDF10.8 Smith et al.
PDF11.1 Angel et al
PDF11.2 Dunkle
PDF11.3 Kim et al.
PDF11.4 Madland and Rowell
PDF11.5 Marchand
PDF12.1 Benevolenza and DeRigne
PDF12.2 Brady et al
PDF12.3 Celentano
PDF12.4 Geerlof
PDF12.5 Hantrais
PDF12.6 Markkanen and Anger-Kraavi
PDF12.7 Pritzker and Burwell
PDF12.8 Soska et al.
PDF12.9 Tramel
PDFCompanion Readings 5e for syllabi
PDFReading Discussion Questions
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