One topic to write about. Your focus is very broad.
Some direction on your literature review and a revised due date!
When you are writing a literature review on your social problem, stay on topic.
If you are writing about domestic violence, don’t give 4 other headers that veer off from the main topic such as:
   Sexual assaults
   Arrests of perpetrators
   Housing issues of DV survivors 
   Maintaining employment while in a violent relationship 
Stay with the theme of what you are writing about.  Ex. Policies related to supporting parental employment:
    Day care costs
    Family Income
    Current supporting policies 
     Policy shortcomings 
I am going to extend the due date of this assignment by one day. New date will be 9/28/23. If you have submitted your assignment and would like to resubmit, you have the opportunity to do so. 
USE CORRECT APA 7.
Check your cover page
Check your citation
Check your reference page
Questions First Part Topic 7
Literature Review for Policy Brief (Obj. 7.1 and 7.2)
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Description
IIn Topic 8, you will be completing a policy brief related to one of the content areas covered throughout this course. You will use this literature review to complete your policy brief for Topic 8. Select a social issue/problem with a clearly delineated topic in one of the 10 social welfare content areas and identify a topic suitable for proposing a policy change. You will use this same social welfare problem in the Topic 7 and 8 assignments.
This is a two-part assignment.
Using the GCU library, conduct a literature review in which you identify, review, and list five current (published within the last 5 years) peer-reviewed scholarly sources of relevance to your topic in APA reference format.
Prepare a “statement of the issue” (300-500 words), supported with information drawn from your selected scholarly sources.
This assignment is informed by the following EPAS Standard:
5: Engage in Policy Practice
Social Welfare Policy and Advocacy: Advancing Social Justice Through Eight Policy Sectors
Read Chapters 4 and 5 from Social Welfare Policy and Advocacy: Advancing Social Justice Through Eight Policy Sectors.
Questions Second Part Topic 8
Topic 8
Questions 3
Benchmark – Policy Brief
Use the attached “Topic 8 Benchmark Assignment” document to complete this assignment.
Refer to Social Work Disposition #12: Standard: Social Workers’ Ethical Responsibilities to the Broader Society when completing the Propose Policy Change section of your Policy Brief.
GCU Benchmark Information
This benchmark assignment assesses the following programmatic competency and professional standards:
MSW
3.1: Use knowledge of social, economic, and environmental justice to advocate for human rights at the individual and system levels. [EPAS 3]
This assignment is informed by the following EPAS Standards:
3: Advance Human Rights and Social, Economic, and Environmental Justice
5: Engage in Policy Practice
Social Welfare Policy and Advocacy: Advancing Social Justice Through Eight Policy Sectors
Read Chapter 6 from Social Welfare Policy and Advocacy: Advancing Social Justice Through Eight Policy Sectors.
Participatory and Inclusive Approaches to Disability Program Evaluation Sally Robinsona *, Karen R.
Fisherb & Robert Strikec a Centre for Children and Young People, Southern Cross University, Lismore,
New South Wales, Australia; b Social Policy Research Centre, University of New South Wales, Kensington,
New South Wales, Australia; c personal Abstract Some evaluations of disability programs now apply
participatory methods to include people with cognitive disability in the collection of data. However,
more inclusive approaches that engage people with cognitive disability more fully in the decisions about
the evaluation remain rare. We examined why this may be the case, using Weaver and Cousin’s criteria
for inclusive evaluation to measure the depth of inclusion of our methods in an evaluation that we did
that included people with cognitive disability. We found that the participatory methods in the design
supported some of the dimensions of inclusive evaluation–diversity, depth of participation, power
relations, and manageability. Relying on other people to represent the interests of people with cognitive
disability in the governance, data collection, and dissemination compromised the control dimension of
inclusion. Resources and commitment to build the capacity of people with cognitive disability as team
members, mentors, advisers, and direct participants is required to make inclusion feasible and an
expectation in disability program evaluations. Keywords: Disability Policy; Inclusive Research;
Transformative Evaluation; Participatory Methods; Reflective Practice Few people who use social support
programs are meaningfully engaged in the evaluation of programs relevant to their lives, including
people with cognitive disability (Beresford, 2002; Mertens, 2009). Inclusive approaches to evaluation aim
to engage the people who are intended to benefit from social support programs as active agents in
evaluation processes with the transformative goals of improving the programs in their interests. The
approaches can offer opportunities for increased breadth and quality of data, an ethical schema, a clear
conceptual and methodological framework for practice, and the potential for addressing the human
rights and social justice of marginalised groups (Weaver & Cousins, 2004). Accepted 1 August 2013
*Correspondence to: Sally Robinson, Centre for Children and Young People, Southern Cross University,
Lismore, NSW, Australia. Email: sally.robinson@scu.edu.au Australian Social Work, 2014 Vol. 67, No. 4,
495–508, http://dx.doi.org/10.1080/0312407X.2014.902979 © 2014 Australian Association of Social