Frameworks for Analysis and Practice Essay

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Frameworks for Analysis and Practice Zoë Mansour Warmoth College of Humanities and Social Sciences, Grand Canyon University SWK 520: Social Welfare Policies and Services Dr. Baxter-Dunn November 22, 2023

Frameworks for Analysis and Practice Child Poverty Child poverty is a persistent problem in the United States (U.S.). The issue is complex, with many causes and dire effects. According to the U.S. Census Bureau, the official poverty rate remained at 11.5% in 2020, with no significant change from 2021 (Shrider & Creamer, 2023) . Of the 37.9 million Americans living in poverty, 11 million are children (The Children's Defense Fund, 2023; Shrider & Creamer, 2023) . Food insecurity, inadequate access to healthcare, insufficient education, poor nutrition, and poor living conditions are key drivers of poverty and can lead to numerous risk factors for children (Hutchison, 2019) . Children living in poverty may be developmentally delayed in language and cognition and develop significant health problems throughout their life (Hutchison, 2019) . These children are also exposed to violence, crime and abuse at greater levels than others in their cohort (Duncan, 2021; Hutchison, 2019) . While federal assistance programs, such as Medicaid, the Supplemental Nutrition Assistance Program (SNAP), the Earned Income Tax Credit (EITC), the Child and Dependent Care Tax Credit (CDCTC), Temporary Assistance for Needy Families (TANF), Head Start Programs and housing voucher programs, already exist to assist needy families, there is much more that can be done (USAGov, n.d.) . A recent study commissioned by Congress during the 2015 session found that expanding the EITC, restructuring the CDCTC, Increasing the minimum wage, expanding SNAP benefits and housing voucher program, as well as expansions to other federal benefit programs could reduce childhood poverty by half within ten years (Duncan, 2021) . Notably, their research also includes ending eligibility restrictions for immigrants that have been in place since 1996 that cause undue burden on families that need assistance (Duncan, 2021) . These proposed changes in a total of seven policy and program proposals, at an annual cost of nearly $217 billion dollars,

would result in a 50% decrease of the number of children living in poverty in the U.S. (Duncan, 2021) . Bronfenbrenner’s Framework Bronfenbrenner’s Bio-Social-Ecological Model, or Ecological Systems Theory, states that developmental processes and biological processes interact to influence human growth and development (Ecological Systems Theory, 2016) . The complex interplay of the microsystem, mesosystem, exosystem, chrono-system, and macrosystem can be observed holistically in human behavior (Ecological Systems Theory, 2016) . At the microsystem, or individual, level, family environment and access to healthcare, education, and nutritious food can be key factors in determining positive or negative outcomes for children (Hutchison, 2019) . Expanding access to Head Start and Early Head Start programs, as well as SNAP and Medicaid can be protective factors in mitigating risk (Duncan, 2021) . At the mesosystem level, community resources and social services are key factors, while after-school programs and other community-based initiatives can mitigate risk (Eamon, 2001) . At the exosystem level, economic policies and opportunities for employment can have a direct impact (Eamon, 2001) . Expanding access to employment and government assistance programs can be effective preventative measures (Duncan, 2021) . At the chronosystems level, events over the life course cycle of an individual, such as divorce, abuse or historical events can directly influence an individual’s development (Eamon, 2001) t However, appropriate interventions could include therapy, strengthening social support and financial support (Eamon, 2001) . At the macrosystem level, resources and opportunities are critical factors (Fusarelli, 2015) . Mitigating factors could include increasing access to employment, housing and job training (Duncan, 2021) . In each of these systems, policy and programs are critical to increasing the likelihood of success for children living in poverty.

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Strength’s Perspective The strengths perspective focuses on an individual’s or family’s strengths and capabilities, whole maximizing their access to existing resources (Hutchison, 2019) . As social workers, we believe in every individual’s inherent capability to affect positive change. By empowering clients and focusing on their strength and resilience, we are giving them agency over their own life and providing access to resources they can utilize to better themselves and their circumstances in life. According to a recent study, a future-oriented life purpose may serve as a resilience factor and protect children from the negative effects on poverty (Machell, Disabato, & Kashdan, 2016) . At the micro level, it may be necessary to focus on the resilience of the individual or family. Pointing out past successes or obstacles they have already overcome can give clients a feeling of empowerment. Counseling and support programs can be used as appropriate interventions in these settings. Focusing on community building and community resources can bring about positive change on a mezzo level. Community organizing can create support networks on a greater scale. Bolstering systemic resources on a macro level may involve advocating for better access to nutrition, education and healthcare. Maladaptive behaviors exist at every level and in every system, however, appropriate interventions can mitigate negative effects and strengthen positive behaviors that can affect positive change (Sousa, Ribeiro, & Rodrigues, 2003) . Social Justice Perspective Child poverty can be traced to systemic inequality. Poor children are consistently linked to poor outcomes (Hutchison, 2019) . Advocacy seeks to address structural inequality and provide equitable access to resources (Jannson, 2020) . Unequal access to economic resources drives generational poverty (Rocha, 2009) . The U.S., despite being one of the wealthiest of the

developed nations, boasts the highest income inequality and the second-highest child poverty rate (Rocha, 2009) . By citing empirical data and research evidence, social worker’s can advocate for policies that address the root causes of childhood poverty (Rocha, 2009) . A recent study out of the United Kingdom (U.K.) showed that many interventionists had a negative connotation of parents raising children in poverty and therefor had a biased view of their client’s families (Simpson, Lumsden, & Clark, 2015) . This proved a barrier to effective intervention (Simpson, Lumsden, & Clark, 2015) . We can, however, engage in policy advocacy that removes biases and barriers that perpetuate poverty. Expanding access to Head Start and Early Head start programs, parental education, and other programs with a whole-of-family approach can begin to dismantle systemic inequality and equip children with the appropriate assets to achieve better outcomes. Failure to engage on every level will result in failed policies and programs that are not economically feasible and do not achieve the desired outcome – the elimination of childhood and generational poverty.

References Duncan, G. J. (2021, Nov-Dec). A roadmap to reducing childhood poverty. Academic Pediatrics, 21 (8S), S97-S101. doi:10.1016/j.acap.2021.04.028 Eamon, M. K. (2001, July 1). The effects of poverty on children's socioeconomic development: An ecological systems analysis. Social Work, 46 (3), 256-266. Retrieved from https://www-jstor-org.lopes.idm.oclc.org/stable/23718650 Ecological Systems Theory. (2016). In J. Longe (Ed.), Gale Encyclopedia of Psychology. Gale. Retrieved from https://search.credoreference.com/articles/Qm9va0FydGljbGU6NDc3MTMzMA==? q=bronfenbrenner%20ecological%20perspective Fusarelli, L. D. (2015, October). Child welfare, education, inequality, and social policy in comparative perspective. Peabody Journal of Education, 90 (5), 677-690. doi:10.1080/0161956X.2015.1087779 Hutchison, E. D. (2019). Human behavior in the social environment I: Conception through middle childhood. Thousand Oaks: SAGE Publications, Inc. Jannson, B. S. (2020). Social welfare policy and advocacy: Advancing social justice through eight policy sectors (2nd ed.). Thousand Oaks: SAGE Publications, Inc. Machell, K. A., Disabato, d. J., & Kashdan, T. B. (2016, March 1). Buffering the negative impact of poverty on youth: The power of purpose in life. Social Indicators Research, 126 (2), 845-861. Retrieved from https://www-jstor-org.lopes.idm.oclc.org/stable/48714637 Rocha, C. (2009). Promoting economic justice in a global context: International comparisons of policies that support economic justice. Journal of Community Practice, 17 (1/2), 31-49. Retrieved from http://explore.bl.uk/primo_library/libweb/action/display.do?

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tabs=detailsTab&gathStatTab=true&ct=display&fn=search&doc=ETOCRN253938366& indx=1&recIds=ETOCRN253938366 Shrider, E. A., & Creamer, J. (2023, September 12). Poverty in the United States: 2022 . Retrieved from Census.gov: https://www.census.gov/library/publications/2023/demo/p60-280.html Simpson, D., Lumsden, E., & Clark, R. M. (2015). Pre-school practitioners, child poverty and social justice. International Journal of Sociology and Social Policy, 35 (5/6), 325-339. Retrieved from http://www.emeraldinsight.com/doi/10.1108/IJSSP-10-2013-0101 Sousa, L., Ribeiro, C., & Rodrigues, S. (2003). Intervention with multi-problem poor clients: Towards a strengths-focused perspective. Journal of Social Work Practice, 20 (2), 189- 204. Retrieved from http://explore.bl.uk/primo_library/libweb/action/display.do? tabs=detailsTab&gathStatTab=true&ct=display&fn=search&doc=ETOCRN191060748& indx=1&recIds=ETOCRN191060748 The Children's Defense Fund. (2023). The state of America's children . Retrieved from ChildrensDefense.org: https://www.childrensdefense.org/the-state-of-americas-children/soac-2023-child- poverty/ USAGov. (n.d.). Government benefits . Retrieved from USA.gov: https://www.usa.gov/benefits

Frameworks for Analysis and Practice Essay

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