ABSTRACT
This study examines the role of state chapters of the National Association of Social Workers (NASW) in preparing social work students and professionals to be policy practitioners. Much has been written over the past two decades about the political activity of social workers (Ezell, 1993; Hamilton & Fauri, 2001; Ritter, 2007; Ritter, 2008; Rocha, Poe, & Thomas, 2010; Rome & Hoechstetter, 2010), as well as how social work educators prepare future social workers to engage in policy practice (Anderson & Harris, 2005; Bernklau Halvor, 2012; DeRigne, Rosenwald, & Naranjo, 2014; Fitzgerald & McNutt, 1999; Manalo, 2004; Powell & Causby, 1994; Rocha, 2000). As the preeminent member organization associated with the social work profession, NASW is well positioned to serve as a political voice for social workers. Through statewide conferences and legislative advocacy days, NASW has a key role in developing and advancing the profession. As a member organization, NASW also has a commitment to social work values, which includes advocating for social and economic justice. Despite this key role, there have
been few studies that have examined NASW’s role in facilitating advocacy among social work professionals (Hartnett, Harding, & Scanlon, 2005; Salcido & Seck, 1992; Scanlon, Hartnett, & Harding, 2006) or developing advocacy skills in students (Kilbane, Pryce, & Hong, 2013). Currently, no studies have examined the role of legislative advocacy days as a part of NASW chapter activities.
