(FCAB) Curriculum - University of Maryland School of Social Work

Report
Financial Capability and Asset
Building (FCAB) Curriculum:
Key Components
Council on Social Work Education
APM, November 3, 2013
Julie Birkenmaier, Ph.D.
Saint Louis University
Presentation Overview
• FCAB project, Center for Social Development
(CSD)
• Rationale
• Fundamental components
• Example
• Fit with EPAS
• Instructor resources
FCAB Project (2012-2015), CSD
Washington University in St. Louis
• Michael Sherraden,
Principle Investigator
(CSD)
• FCAB Curriculum
development
– Margaret Sherraden,
(UMSL and CSD)
– Julie Birkenmaier (SLU)
– Lissa Johnson (CSD)
– Tiffany Trautwein (CSD)
• FCAB partnership
and demonstration
– Mike Rochelle (CSD)
– Gena McClendon
(CSD)
– Funding
• Wells Fargo Advisors
• Arthur Vining Davis
Foundation
FCAB and Social Work
• Why?
–
–
–
–
History of FCAB work
Person-in-environment perspective
Serve financially vulnerable people
Student demand
• How?
– Use PIE and strengths-based perspective
– Engage in micro, mezzo and macro FCAB practice
Key FCAB Curriculum Points
• Social workers have a history of performing
FCAB work.
• FCAB history influences the current financial
situation.
• Current FCAB policy and practice contexts
shape options and behaviors.
Key FCAB Curriculum Points (cont.)
• Income statements differ from balance sheets.
• Household financial content must relate directly
to financially vulnerable people and asset
development.
• Social workers engage in micro, mezzo, and
macro FCAB work.
Fundamental Components
of the FCAB Curriculum: Part I
• Introduction to FCAB
• Context
– Financial services
– Policy
• Household finances
– Earnings and income
– Spending and budgeting
Fundamental Components
of the FCAB Curriculum: Part II
• Household finances
–
–
–
–
Saving, investing, asset building
Credit, debt, and building assets
Protecting assets
Asset preservation, de-accumulation, and legacy
• Micro, mezzo, and macro social work practice
Example of FCAB Modules
in an Elective Course
•
•
•
•
•
•
•
•
•
Introduction to FCAB
Earnings and income
Context: Financial products and services
Spending and budgeting
Saving and investing
Credit, debt, and assets
Protecting assets
Asset preservation
Mezzo and macro social work practice
FCAB Curriculum Fit with EPAS:
Example
EPAS
Competency
2.1.10(a)–(d)—
Engage, assess,
intervene, and
evaluate with
individuals,
families, groups,
organizations,
and
communities.
Practice Behaviors
Modules Skills
(a) Substantively and
effectively prepare for
action with individuals,
families, groups,
organizations, and
communities.
(b) Collect, organize,
and interpret client data.
(b) Assess client
strengths and
limitations.
(c) Help clients resolve
problems.
B.1
J.1
J.2
Compare
advantages and
disadvantages of
various
institutions (e.g.,
banks,
community
banks, savings
and loans, and
various types of
credit unions).
Compare
advantages and
disadvantages of
various financial
products and
services.
Assessment
Community
assessment
Instructor Resources for FCAB
•
•
•
•
•
•
Syllabi on ACOSA website
FCAB initiative, CSD
Other CSD publications
Birkenmaier, Sherraden, & Curley (2013)
Scholarly FCAB literature in journals
University of Maryland, School of Social Work
Financial Social Work Initiative (FSWI) Scholar
Network
Additional Information
• Julie Birkenmaier, Saint Louis University
– [email protected]
– (314) 977-3323
• Mike Rochelle, CSD
– [email protected]

similar documents