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ABSTRACT
Social workers are challenged by the profession’s Code of Ethics to engage in social and political action to create social change, and social work education is challenged by our Code and accreditation standards to prepare students for this challenge. Social policy instructors often need to adapt teaching methods in order to account for differences in the political and social context within which they are teaching. This study uses the Civic Participation Model [CPM] to assess the regional differences in a political social work training offered in two strikingly different locations in the Eastern and Western United States. This paper describes a case example of an adaptation of a political social work training to a new context that varies significantly in a number of ways from the one in which it was created, including geography, ideology, density, and political structure. Outcomes are discussed, and the article proposes research questions for a larger follow-up study of political social work trainings in a series of diverse geographic areas of the country.
Acknowledgments
This article would not have been possible without the work of Cristin Sauter, Adelphi University; the members of FUSED: Students for Social Change at University of Nevada Reno, the Humphreys Institute staff, particularly Jenna Powers; Kate Coyne-McCoy; and the amazing Campaign School participants at the University of Nevada Reno and the University of Connecticut. We would also like to express our gratitude for the ground breaking work of the late Dr. Nancy A. Humphreys in establishing the Institute for the Advancement of Political Social Work Practice, which became the Humphreys Institute, as well as the Campaign School for Social Workers. Thank you, Nancy.
Disclosure statement
No potential conflict of interest was reported by the authors.