Running head: Unified Model of Advocacy

Unified Model of Advocacy

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Unified Model of Advocacy

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Unified Model of Advocacy

Hoofers Unified model of advocacy strongly supports the generalist practice framework,
in that it focusses on involvement, proper understanding of the issue, preparation, advocacy,
evaluation, constant observation, as compared to the generalist practice framework which is
comprised of engagement, valuation, implementation, assessment, conclusion, and follow-up
(Hull & Kirst-Ashman, 2014). You will note that advocacy practice does not support conclusion
and progressive monitoring as is the case in the generalist practice framework. The issue I
addressed is the wide spread bullying issue, whereby some are ready and willing to change.
According to social work dictionary social impartiality is the condition in which all
members of the general public, all have equal and basic rights, fortifications, social
remunerations chances, and responsibilities (Hoefer, 2012). Children being bullied possess a
negative impact on their capacity to acquire knowledge. Children may already have other
pertinent issues driving them away from the path of education, harassment in the form of
bullying just adds another factor. After careful consideration about this bill I finally decide this is
the bill I would like to advocate.
Understanding the Issue
A bully is anyone who uses influence or strength to negatively impact on another persons
well-being, whereby there is an imbalance of power or strength. Bullying to a certain extent is
dependent on a number of factors, for example the frequency and intensity of the act (Baldry &
Farrington, 2000). Bullies do not care about the feelings of their victims, they either lack
empathy or enjoy inflicting physical or emotional anguish. Bullying stifles a childs emotional
and physical safety and therefore the community as a whole is tasked with finding a solution.
Children who are bullied are likely to experience bouts of anxiety, sadness, disorientation, and

Unified Model of Advocacy

disinterest in previously enjoyable activities (Baldry & Farrington, 2000). Studies have shown
that the victims of bullying are at a risk of developing mental problems such as low self-esteem
and other stress related ailments. Bullies are also at risk of developing violent tendencies as they
grow up.
Child bullying mostly takes place in an educational setting, and can be broadly
categorized as physical, spoken, sexual, or emotional. There is no universally accepted definition
of bullying, nonetheless, it is commonly accepted that bullying is as a result of hostile intent.
(Tattum & Lane, 1988) The reason for bullying can be summed up by the following criteria; the
harm triggered by bullying is often deliberate, and not accidental, bullying indicates a real or
perceived imbalance of power between the bully and the victim, and bulling is recursive over a
period of time, with the potential to occur multiple times at any one given moment (Tattum &
Lane, 1988).
The longstanding effects of bullying are abundant, comprising but not limited to
sensitivity, nervousness and downheartedness. Therefore education being a very important aspect
in a childs life, safe guards should be put in place to protect them from bullying and alleviate its
effects from the education system. In chapter 4, Hoefer

discusses the importance of

comprehending an issue before acting upon it (Hoefer, 2012). To better understand an issue one
must first define the problem, identify the affected party and generate viable solutions to the
issue, and latter review the set solutions on their effect on social justice (Rocha, 2013). Therefore
in employing Hoefers model I paid close attention to the apprehensions of the children and
striving to tend to their immediate needs, (Hoefer, 2012) and stop the bullying.
Proper understanding of the issues that arise as a result of bullying, pose questions to help
understand the problems that the child is facing. Preparation involves the activities to better

Unified Model of Advocacy

comprehend what the children might want to select from the wide range of prospects available to
them (Hoefer, 2012). Advocating and employing available assets to provide the children with a
stable learning environment free from bullying. In evaluation of the issue an organization is
selected to support and resolve the direct negative implications that the children are burdened
with. Progressive monitoring is carried out on the children after first interaction to follow up on
their progress (Hoefer, 2012).
Possible Solution
In some cases a problem cannot be solved using traditional top-down approach methods
that include formulating rules to govern the problem. Even with introduction of ant-bulling laws
within the school, the potential still remains. The reason that people are hesitant in attacking the
issue head on, partly lie in the difficulty in understanding the issue at hand and its underlying
complexities in the first place. Nevertheless bulling can be reduced drastically if and when the
community works in unison against the vice.
If anyone is the victim of bullying, there are several ways to handle yourself, first ask the
bully to stop, secondly get away from the bully and finally inform a trusted adult about the
incident, mostly the teacher. Members of the society are urged not to ignore ant incidents of
bullying no matter how petty they may be. As an adult it is your duty to recognize and react to
bullying in a civil and helpful manner. Bulling needs to stop, it has been the case time and again.
I personally detest bulling as it is a form of abuse and should not be allowed to linger and disrupt
the childrens learning environment.
After approaching several local companies, one of them was more than willing to back
the bill. We were grateful for the show of support and proceeded to meet with the company. The
companys representative was open and shred her own personal experience with bullying,

Unified Model of Advocacy

having an overweight child does pose its challenges when it comes to bullying, she said. We
shared questions and concerns about the bill and in the long run came to a consensus. As a group
we had to accommodate every members schedule for equal participation in advocating for the
bill. We commenced our advocating process by preparing a petition, and as people were having
lunch and mingling, we casually approached people to sign our petition after explaining to them
of the purpose of the bill. We than proceeded to create a poster board that would attract the
attention of passersby. We also encouraged people to like the groups pages on social media.
We set up an appointment to facilitate a presentation to the class. We were able to come
up with a PowerPoint presentation as the petition was passed around the lecture halls for
signatures. We also provided adequate time for questions, and had leaflets for those who sought
more information about the bill. Lastly we took the time to thank everyone for allowing us time
to present.
During this time we were able to communicate with others about the bill and how
imperative it is to do what we can to fight bullying. After we concluded the presentation we
handed in our petition sheets to the support company. The team will continue to monitor the bill
with high expectations that it will be passed. I will endeavor to inform more and more people
about the bill hoping for their continued support. If the bill is not passed, supporters will carry on
advocating for this bill. If the bill is passed the parents and students of the school are expected to
form a council to address bullying.
Personal Strengths and Weaknesses
In any team a leader has to be trustworthy, honest and reliable. I would like to believe
that being a team leader have achieved all the above qualities. I was tasked with delegation of
activities among my colleagues, which in the long run proved to be effective as events took place

Unified Model of Advocacy

fluidly and without any interference. In order to put our point across, the team had to be
motivated and determined to win, therefore having the ability to prioritize, schedule, multitask
and assume added responsibilities was an added bonus to the team. Confidence, good
communication skills, and decisiveness are also key determinants in the successful progression
of any group or organization.
As a leader I am not perfect, and every now and then some mistakes will be made. With
the availability of smartphones I found the need to keep in constant communication with
teammates, this may not sound like a bad thing, but too much of anything is poisonous. And true
to their word, I received negative results from my constant pestering, asking for progress reports
and status updates. I noted that we accomplished goals without having a vision in place. Also the
need for perfection brought about stagnancy in certain activities which were later left unattended
to due to the unavailability of time. Generally speaking, I as a leader, have learnt the need to
make the right decision, even if unpopular, and provide valid reasoning and eventually will earn
the respect of those working under me.
Conclusion
The bill is widely accepted by my colleagues and linking up to local companies for
support, was a success. The bill is notably a topic of contention, but nonetheless I received
valued information to better understand it with the help of my team, group members were
conversant, active and ready to advocate. Our advocating strategies were effective based the
amount of feedback we received. In the future advocators should be relentless in pushing for the
bill, and if the bill does not pass, some of the things ought to be improved and the bill should be
scrutinized again. If the bill is pass, the implementation of the bills necessitates activities to be
carried out appropriately.

Unified Model of Advocacy

Some of the long-term impacts of the project would facilitate the awareness of students
and parents of how to contest bullying since there will be a council in place. Also bullies will be
forced to put an end to their violence making schools safer, which in turn will result in increased
attendance at school. Parents will be relaxed when their child is at school, not having to worry
about bullying. It should also be noted that some people were reluctant to openly support the bill
due to their occupation and their personal take on bullying as a vice in schools. Finally, it is
similarly significant that as much as we are willing or not, first we must strive to appreciate the
problem and then work on possible solutions (Arsenio & Gold, 2006).

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References

Arsenio, W. F., & Gold, J. (2006). Effects of Social Injustice and Inequality on Childrens Moral
Judgement and Behavior. Inequality and Injustice: Implications, 388-400.
Baldry, A. C., & Farrington, D. P. (2000). Bullies and Delinquents: Personal Characteristics and
Parent Styles. Journal of Community and Applied Social Psychology, 21-31.
Hoefer, R. (2012). Advocacy Practice for Social Justice. Chicagi, IL: Lyceum Books, Inc.
Hull, G. H., & Kirst-Ashman, K. K. (2014). Generalist practice with organizations and
communities. Australia: Brooks/ Cole,.
Rocha, C. (2013). Advocacy Practice for Social Justice. Journal of Community Practice, 288289.
Tattum, D. P., & Lane, D. A. (1988). Bullying in schools. Trentham: Stoke-on-Trent.