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Constructing policy alternatives to address the identified issue is an essential part of effective social policy analysis. According to Jansson (2018), strategies need to be revised in some scenarios, and a number of factors can impact policy proposals, such as economic changes, new leaders, opponents’ effective coalition, or others. As identified in the previous parts of this assignment, the policy proposed focuses on creating a school-based religious freedom club appealing primarily to students, as well as community members, non-profit organizations, and policy-makers. This paper aims to identify and discuss a policy alternative to address the social problem of religious persecution.
Policy Alternative and the Necessary Changes
The primary goal of the proposed policy is to raise awareness of religious persecution in a local community and involve the youth in the discourse about religious freedom. This social project relies on the board’s support and funding which implies the need for demonstrating its effectiveness and long-term positive impact on the community. In case of limited funding options or the inability to provide the statistical support sufficient to have the board’s approval and support, it is necessary to consider a policy alternative.
The alternative proposed suggests changes at a local level, similar to the first project option. It involves implementing training on religious freedom for students and school staff. Such a policy suggests the creation of a platform that contains various materials on freedom of belief, as well as offering learning courses for interested individuals. The alternative approach offers lower associated costs due to its less broad nature while still aiming to raise the local audience’s awareness of the problem and involve the youth in the dialogue. As reported by McNutt (2011), a cost-benefit analysis might be required as “one of the most comprehensive approaches to project selection” (p. 402). It is worth noting that the policy alternative can become a fundamental step towards the implementation of future projects targeting the youth and raising awareness regarding religious liberty.
Social Work Values and Alternative Policy’s Feasibility
The policy’s feasibility and compliance with social work values are two other essential aspects to consider. As reported by DiFranks (2008), the NASW Code of Ethics highlights social justice, the dignity of the person, and competence among the social work core values. Hence, the proposed policy promotes essential ethical principles by raising students’ and staff’s competency and emphasizing the fair approach to everyone regardless of their religious beliefs. The feasibility of the alternative is primarily economic since it takes financial constraints into account and aims to benefit the community in an efficient way, facilitating learning for everyone interested.
Policy Goals and Forces Analysis
When considering policy alternatives, one should take into account the policy goals. In particular, they include increasing the competency on religious liberty and human rights of students and school staff and encouraging young people to participate in community projects concerning freedom of belief. According to Pelupessy-Wowor (2016), religious education plays a crucial role in “promoting religious freedom among communities” and fostering tolerance (p. 98). As to the forces supporting the policy, they include a technological change that enables more efficient education and interest groups who can support the policy implementation and provide educational materials. At the same time, political activity and community characteristics need to be viewed as complicating factors that can work against the policy alternative.
Policy Advocacy Skills
A number of policy advocacy skills can be utilized to support the implementation of the policy alternative proposed. In particular, persuasive and well-educated individuals with the skills and abilities in problem-solving, critical thinking, analysis, influencing, decision-making, and educating could benefit the proposal (Bardach & Patashnik, 2015). Furthermore, public policy advocacy revolves around communicating credible and accurate data, which suggests that integrity and high personal standards are required to support the policy and succeed with the approval.
Clinical Social Work Practice
The current policy does not directly affect clinical social work practice with clients since it suggests implementing a local-scale project in a school-based environment. However, in a broader context, social workers are to work ethically with regard to the religion of clients and communities (Sherraden et al., 2002). As a result, improving the knowledge of the public and raising awareness of the issue of religious freedom can contribute to improved standards of social work practice, benefitting the clients and their mental health.
Advocacy Activities
The social advocacy activities proposed for the policy alternative are generally similar to the ones suggested for the religious freedom club project. To begin with, there is a need for primary research on religious persecution and the role of education in promoting tolerance and understanding of the problem (Adam et al., 2018). Then, a survey should be conducted to collect data regarding the community’s interest in participating in courses or using the learning platform to present the board with evidence about the need for the project. Additionally, a cost-benefit analysis can be required to evaluate the feasibility of the options. Finally, a proposal should be drafted estimating the long-term impact of the project and indicating the steps needed to implement the policy proposal.
References
Adam, C., Steinebach, Y., & Knill, C. (2018). Neglected challenges to evidence-based policy-making: The problem of policy accumulation. Policy Sciences, 51(3), 269–290.
Bardach, E., & Patashnik, E. M. (2015). A practical guide for policy analysis: The eightfold path to more effective problem solving (5th ed.). CQ Press.
DiFranks, N. N. (2008). Social workers and the NASW Code of Ethics: Belief, behavior, disjuncture. Social Work, 53(2), 167-176.
Jansson, B. S. (2018). Developing a political strategy and putting it into action in the policy-enacting task. In B. S. Jansson (Ed.), Becoming an effective policy advocate: From policy practice to social justice (8th ed.) (pp. 372-419). Cengage Learning.
McNutt, J. (2011). Is social work advocacy worth the cost? Issues and barriers to an economic analysis of social work political practice.Research on Social Work Practice, 21(4), 397–403.
Pelupessy-Wowor, J. (2016). The role of religious education in promoting religious freedom: A mutual enrichment between “My Story,” “Your Story,” and “Our Stories.”The Review of Faith & International Affairs, 14(4), 98-106.
Sherraden, M. S., Slosar, B., & Sherraden, M. (2002). Innovation in social policy: Collaborative policy advocacy.Social Work, 47(3), 209–221.
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