ADVOCACY AND BROKERING OF SERVICES
Semester Hours: 3 Hours
Semester/Year: Fall 2002
Instructor: Dr. Rebecca Stanard
Office Location: 249 Education Annex
Office Hours: to be announced
Telephone: 770-836-4482
E-mail: rstanard@westga.edu
Fax: 770-836-4645
Webpage: http://www.westga.edu/~rstanard
COURSE DESCRIPTION
This course emphasizes the values, knowledge, and skills required for effective advocacy and brokering of services through consultation and collaboration. Use of data to identify needs, remove barriers and mobilize resources from the school and the community in order to increase options for students and clients are primary themes throughout the course. Special attention is placed on equal access of all students to rigorous educational experiences and all clients to community resources.
CONCEPTUAL FRAMEWORK
The conceptual framework of the College of Education at UWG forms the basis on which programs, courses, experiences, and outcomes are created. By incorporating the theme “Developing Educators for School Improvement”, the College assumes responsibility for preparing counselors/educators who can positively influence community/school improvement through altering classrooms, schools, and school systems (transformational systemic change). Ten descriptors (decision makers, leaders, lifelong learners, adaptive, collaborative, culturally sensitive, empathetic, knowledgeable, proactive, and reflective) are integral components of the conceptual framework and provide the basis for developing counselors/educators who are prepared to improve communities/schools through strategic change. National principles (INTASC), propositions (NBPTS), and standards (Learned Societies) also are incorporated as criteria against which candidates are measured.
The mission of the College of Education is to develop counselors/educators who are prepared to function effectively in diverse community/educational settings with competencies that are instrumental to planning, implementing, assessing, and re-evaluating existing or proposed practices. This course’s objectives are related directly to the conceptual framework and appropriate descriptors, principles or propositions, and Learned Society standards are identified for each objective. Class activities and assessments that align with course objectives, course content, and the conceptual framework are identified in a separate section of the course syllabus.
Proposition 3. Educators/counselors are responsible for managing and monitoring student learning. Students will become skilled advocates at securing equal opportunity and support for the high academic achievement of all students.
Proposition 4. Educators/counselors are responsible for managing and monitoring student learning. Students will become skilled strategists in effective advocacy for students and family.
COURSE OBJECTIVES
Students will:
1. understand and develop a commitment to advocacy and brokering of
services as they relate to disenfranchised populations who have been
traditionally undeserved, (i.e., diverse, racial, ethnic, and lower socioeconomic
groups) (Lee & Walz, 1998; McWhirter, 1994; Toporek, 1999)
(D6 Culturally Sensitive, D9 Proactive; NTBS Proposition 3,4; CACREP
SC-A.2, SC-B);
2. understand and articulate principles of advocacy actions that exist
along a continuum from empowerment to social action (Lee & Walz,
1998; Lewis, Lewis, Daniels, & D’Andres, 1998)
(D6 Culturally Sensitive, D9 Proactive, D10 Reflective; NTBS Proposition
3,4; CACREP SC-A.1, SC-A.6);
3. demonstrate sufficient knowledge and skills for being an effective
advocate both individually and in-groups (Lee & Walz, 1998; Lewis,
Lewis, Daniels, & D’Andres, 1998)
(D8 Knowledgeable, D9 Proactive; NTBS Proposition 3,4; CACREP,C.2.D,);
4. demonstrate knowledge and skills for appropriate ethical, legal,
and effective consultation and brokering of services (Cottone &
Tarvydas, 1998)
(D8 Knowledgeable, D9 Proactive; NTBS Proposition 3,4; CACRP SC-A.4,
SC-A.5, SC-B.1,);
5. demonstrate a thorough understanding of laws that mandate equal access
to resources (Fischer & Sorewson, 1996)
(D8 Knowledgeable, D9 Proactive;NTBS Proposition 3,4; CACREP SC-A.5,);
and
6. establish and monitor services brokered in order to improve and measure
the effectiveness in meeting students’ and clients’ needs (McWhirter, 1994)
(D1 Decision makers, D2 Leaders, D5 Collaborative; NTBS Proposition
3,4; CACREP SC-A.2, SC-B).
TEXT, READINGS, AND INSTRUCTIONAL RESOURCES
Required Text:
None
References:
Cottone, R. R., & Tarvydas, V. M. (1998). Ethical and professional issues in counseling. Upper Saddle River, NJ: Merrill.
Ezell, M. (2001). Advocacy in the Human Services. Belmont, CA. Thomson Learning..
Fischer, L., & Sorewson, G.P. (1996). School law for counselors, psychologists, and social workers. White Plains, NY. Longman.
Homan, M.S. (1999). Promoting community change: Making it happen in the real world (2nd ed.). Pacific Grove, CA: Brooks/Cole.
Homan, M.S. (1999). Rules of the game: Lessons from the field of community change. Pacific Grove, CA: Brooks/Cole.
Johnson, D. W. & Johnson, F. P. (2003). Joining together: Group theory and group skills. (8th ed). Boston, MA: Allyn Bacon
Lee, C.C. & Walz, G.R. (Eds.). (1998). Social Action: A mandate for counselors. Alexandria, VA: American Counseling Association.
Lewis, J.A., Lewis, M.D., Daniels, J.A., & D’Andres, M.J. (1998). Community counseling: Empowerment strategies for a diverse society. Pacific Grove, CA: Brooks/Cole Publishing Company.
McWhirter, E. H. (1994). Counseling for empowerment. Alexandria,
Va: American Counseling Association.
Toporek, R. L. (1999, June). Advocacy: A voice for
our clients and communities. Counseling Today, 41(12), 5,17.
Alexandria, VA: American Counseling Association.
ACTIVITIES AND ASSESSMENTS, EVALUATION PROCEDURES, AND GRADING POLICY
Activities and Assessments:
1. Attend class and participate in class discussions and activities.
You are expected to attend class and participate in all group activities
and discussions. Absences, tardiness, and/or non-participation will result
in a reduction in assigned grade.
(Objective #1; Knowledge, skills, dispositions; observation)
2. Log on to WebCt at least twice weekly. One activity is to be
a response/reaction to a topic posted on the bulletin board by the instructor.
The other activity may consist of reading selected materials posted on
the site, exploring links on the internet, or beginning a new bulletin
board discussion.
(Objective #1; Knowledge, skills, dispositions; observation)
3. Complete a Social and Cultural Identity assignment and participate
in your group activity sharing the information from this assignment. Each
individual in the group is to prepare a brief written summary of his/her
own social/cultural identity as well as your reaction/learnings from the
small group activity discussing how the information gained about self and
others may be useful to advocacy efforts.
(Objective #3; Knowledge, dispositions; paper; observation)
4. Working as part of your group, identify an advocacy effort
underway in a selected community/school related to a specific group and
perform an assessment of the effort. This assessment may be conducted through
a number of avenues including interviews with advocates, interviews with
targets of the advocacy effort, data sources, information printed or disseminated
about the advocacy effort, etc. Identify the evolution and history of the
advocacy effort, the nature of the effort (prevention, outreach, counseling,
systemic change, public policy, consultation, unified approach), the target
population (who is targeted and why), the objectives of the advocacy, the
advocacy activities, the barriers to and resources of the effort, the outcomes,
how the outcomes are evaluated. Results of your assessment will be presented
in a typed, double-spaced paper in APA style.
(Objective #3; Knowledge, skills, dispositions; paper)
5. Working as part of your group, develop and present to the class
an "advocacy plan" to address one or more social and/or cultural issues.
The plan must clearly identify the target group, the problem(s) to be addressed,
supporting data, time line, a consultation plan, and brokering of necessary
services. The group will develop a portfolio that clearly delineates the
plan. The group will present the plan during class.
(Objective #1;2;3;4;5;6; Knowledge, skills, dispositions; portfolio,
observation)
6. Site visit to MLK National Historic site. You are to visit the site
with your group and each individual in the group is to write a brief reaction
paper to the visit. Your paper should include your personal thoughts and
emotions associated with the experience in the context of your social/cultural
identity. Also focus on the personal qualities and actions of Dr. King
and discuss them in terms of what you have learned in class regarding advocacy
efforts.
(Objective #2; Knowledge, dispositions; paper)
7. Working as part of your group, select a social justice issue
from the current news and prepare a position paper. Your paper should include
1. a statement of the issue, 2. information supporting the issue, 3. information
opposing the issue and 4. the group’s position on the issue, including
a rationale for one choice over its alternative. The group’s position must
be supported with statements of facts. Cite sources. Based on the position
paper prepare a letter to the appropriate legislator(s) (local, state,
or federal) stating your position on the issue and the action you support.
You will be evaluated on the soundness and persuasiveness of your rationale
and on the perceived potential effectiveness of your letter to your legislator,
NOT on whether I agree with your position or not. Examples of current issues:
faith based charities; same sex marriages; death penalty; tracking in the
schools, racial profiling; gun control and on and on and on. There are
numerous choices.
(Objective #3; Knowledge, skills, dispositions; paper)
7. There may be guest speakers and additional readings/site visits other
than those listed on the syllabus.
(Objective# 1;2;3;4;5;6; Knowledge, skills, dispositions, observation)
Evaluation Procedures and Grading Policy:
Social/cultural identity exercise 30 pts
Advocacy evaluation
50 pts
Advocacy plan
100pts
MLK Reaction paper
30 pts
Position Paper
40 pts
TOTAL 250 pts
Assignments are to be turned in on assigned due date. A grade of A will not be assigned to any late work.
A=90-100% B=80-89% C=70-79%
F=69% below
CLASS OUTLINE
Week 1
August 20 Introduction to course; review of syllabus
Formation of groups
Week 2
August 27 Defining vulnerable populations
Models of responsibility
Social and Cultural Identity Group Activity
Week 3
September 3 Counselors as agents of social change
Qualities of an Advocate
Social/Cultural Identity Paper Due
Week 4
September 10 Experiential learning
Effective Use of Data
Week 5
September 17 Prevention/Outreach/Systemic Change/Consultation
and Collaboration
Week 6
September 24 Setting Goals
Establishing Trust
Week 7
October 1 Effective Communication
Week 8
October 8 Legislative/Legal Advocacy
Advocacy Evaluation Due
Week 9
October 15 MLK SITE VISIT
The reaction paper to this assignment may be turned in at any point
after midsemester
Week 10
October 22 Principles of Leadership
Week 11
October 29 Using Power Effectively
Week 12
November 5 Facilitating Decision Making
Week 13
November 12 Using Controversy and Creativity
Position Paper due
Week 14
November 19 Managing Conflicts of Interest
Week 15
November 26 Ethical and Legal Issues in Advocacy
Portfolio due
Week 16
December 1 Presentations
Academic Honesty
Students are expected to adhere to the highest standards of academic
honesty. Plagiarism occurs when a student uses or purchases ghostwritten
papers. It also occurs when a student utilizes the ideas of or information
obtained from another person without giving credit to that person.
If plagiarism or another act of academic dishonesty occurs, it will be
dealt with in accordance with the academic misconduct policy as stated
in The Uncatalog, Undergraduate Catalog, and Graduate Catalog.