generalist practice

· Netting, F. E., Kettner, P. M., McMurtry, S. L., & Thomas, M. L. (2017).  Social work macro practice (6th ed.). Boston, MA: Pearson. 
· Chapter 2, “Historical and Contemporary Influences on Macro Practice” (pp. 29–58)
Post the following:
· Explain how the problems of an oppressed population in history contributed to the development of macro policies.
Respond to two colleagues who selected a different population:
· Explain how the macro policies developed for your colleague’s chosen population could serve your chosen population.
· Or, explain how the macro policies developed for your chosen population could serve your colleague’s chosen population.
Explain how the problems of an oppressed population in history contributed to the development of macro policies. 

In the Elizabethan era, the first notice of oppression was of poverty-stricken people. At the start of my education in social work, one of the first topics discussed was this time in history; my eyes were opened to how this pandemic of those who lacked was addressed.  
The Elizabethan Period set the stage for how public social welfare was to self-sustain. The following is a thumbnail sketch of this welfare state today; an ideal template for Macro practice addressing poverty at that time in history. 
Albeit many of the statutes are seen with filters such as intolerance and democracy but they still hold fast that “them are the rules” 
The major tenants of the system… 
· Determination of worthy/unworthy 
· The family were to be the first responders 
· Were they legal residents? If so, government/local parish would temporarily step in 
Part of the 1601 Law said that their local parish subsequently cared for children with deceased or absent parents via their elderly grandparents. The expense of their local church was the basic administrator of the Elizabethan poor law Bloy (2002).  
With over 15,000 parishes in England, each family leaned on their home-based worship for financial provision. In addition, the idea of working to maintain your “stay” meant that if you were old enough to work, you must. Echoing from a voice not long before these laws were instituted. The quote once coined by John Smith, “He who does not work will not eat ( John Smith Quotes of Work – Google Search, n.d.).” 
Fast forward 200 years, found in the small little New England town of Lowell, Massachusetts, The Lowell Textile Mills became the hometown of what was to become known as the Industrial Revolution of the United States. Some called it a victory in that many “mill girls” were employed, which brought a sense of freedom from parental authority, and they instantly had ways to earn their own wages. This was unheard of since most young women of that era were uneducated and bound to a life of homesteading and childbearing.  Lowell Mill Girls and the Factory System, 1840 | Gilder Lehrman Institute of American History (n.d.). 
The perfect storm of the following was the backbone of child labor in the U.S. 
· The need for provision for a household with no subsidized government program  
· The uneducated and unskilled culture that needed a weekly wage 
· The lack of mechanized machinery to do the repetitive and mundane tasks that were so easily assigned to the little hands of our youth and children 
It wouldn’t be until the last quarter of the 19th century that child labor would be uncovered and seen for what it was. Public policy and integration of restrictions ushered in safety, equality, and an established reinforcement of fair pay and clean environments. 
A large part of child labor reform was due to American innovation. The tasks once given to children were slowly being replaced by new mechanized machinery that sped up the process and creation of textiles, limiting the demand for children in the workforce. (Editors, n.d.).  
As a social worker, I am to advocate for the rights of a child, the unheard voice. Labor laws are enforced today, and proof of age and documentation are required for ages 14 to 18. The law, according to NCDOL, “No more than three hours a day when school is in session and no more than eight hours a day if school is not in session, between 7 a.m and 7 p.m. June 1 through Labor Day when school is not in session they are permitted to work until 9pm”  Work Hour Limitations for Youths NC DOL (n.d.). 

Bloy, M. (2002).  The 1601 Elizabethan Poor Law. to an external site.  
john smith quotes of work – Google Search. (n.d.). Retrieved March 12, 2023, from to an external site.  
( Lowell Mill Girls and the Factory System, 1840 | Gilder Lehrman Institute of American History, n.d.) 
Work Hour Limitations for Youths | NC DOL. (n.d.). Retrieved March 12, 2023, from to an external site.  
Explain how the problems of an oppressed population in history contributed to the development of macro policies.
Native Americans have been systemically and systematically oppressed throughout the history of the United States through the Removal Act of 1830, which gave the federal government the power to relocate native groups away from their homeland which then resulted in disease and death for the Native Americans which later became known as the Trail of Tears (Netting et al., 2017, p. 41). They then were oppressed further by the government, forcing Native Americans onto Reservations and forcing Native American kids to go to schools far away from their reservations where they would not learn about their ancestral home and roots (Netting et al., 2017, p. 41).
Finally, this group started to see change within macro policies developed in 1960 for their benefit. One in particular was the American Indian Movement (AIM), which focused its attention on the Native American relationship with the federal government (Netting et al., 2017, p. 41). They ended up fighting for Native Americans to have more autonomy over what happened to their families and their land. For example, they passed the Indian Child Welfare Act of 1978, which gave jurisdiction of child welfare to the Native American tribals community instead of the federal government, protecting their kids from further harm from the system (Netting et al., 2017, p. 41).
Netting, F. E., Kettner, P. M., McMurtry, S. L., & Thomas, M. L. (2017). Social work macro practice (6th ed.). Boston, MA: Pearson.


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