Your Protest Safety Toolkit: What to Carry, Watch For, and Avoid When Protesting

 We are in unprecedented times for protesting. April 5^th has the potential to be the largest protest in America. In my 40-plus years of attending protests, well over 50 at this point (I’ve honestly lost count), I have never experienced violence at a protest. These gatherings were passionate, sometimes tense, but ultimately peaceful. We are in different times now, and different times call for different measures.

The climate has shifted. We’re seeing increased militarization of police, more aggressive counter-protesters, fake protesters inciting violence, and a heightened sense of surveillance. That doesn’t mean we stop showing up, but it does mean we show up smarter, more prepared, and more connected to each other. Whether you're a seasoned protestor or attending your very first rally, having a plan, knowing your surroundings, and prioritizing safety are essential. Social workers are not only standing up for justice, we are modeling how to do it in a way that centers community. Be constructive not destructive.

Protest is powerful. It’s an act of hope, resistance, and solidarity. It’s where voices rise together to say, “We see what’s happening and we won’t be silent.” But while protests can be transformative, they can also be unpredictable. Whether you're attending a peaceful rally, a march, or a sit-in, being prepared can make all the difference between feeling empowered and feeling vulnerable.

One of the most concerning dynamics at modern protests is the presence of fake protesters, individuals or small groups who attend rallies not to support the cause, but to incite violence, sow seeds of chaos, and manipulate public perception. These agitators may dress like protestors, chant like protestors, and then suddenly act out in ways that are deliberately provocative, throwing objects, vandalizing property, or antagonizing law enforcement. Their goal isn’t justice; it’s disruption. This tactic is used to create emotional contagion, a psychological phenomenon where fear and anger spread quickly through a crowd, escalating tensions and leading to confusion. The result? A carefully manufactured narrative that paints protestors, particularly those aligned with progressive or democratic movements, as dangerous, violent, and irrational. It’s a strategy of disinformation and division, and it’s more common than we’d like to believe. Staying grounded, observing critically, and refusing to be baited by performative aggression are essential forms of resistance.

As social workers and advocates, we must think about safety, not only for ourselves but for our communities. Here are some practical tools and mindful practices to keep yourself grounded, prepared, and protected at a protest rally.

Before you go: What to Pack in a Go Bag

A small backpack or sling bag is your protest first aid. It should be light but purposeful. Here’s what to pack:

• Water (preferably in a reusable bottle): Staying hydrated is key.
• Snacks (like granola bars or trail mix): Protests can be long and draining.
• Face mask, sunglasses and hand sanitizer: For health and anonymity.
• ID (a passport due to ICE): Laws vary by location, but know your rights about identification.
• Cash (small bills): In case you need transit fare or can’t use your phone.
• Basic first aid kit: Band-aids, antiseptic wipes, allergy meds, etc.
• Eye protection (goggles): In case of tear gas or pepper spray.
• Bandana soaked in vinegar/lemon juice, sealed in a baggie: A folk remedy for neutralizing tear gas fumes (note: its effectiveness is debated, but some swear by it). Don’t use milk! It doesn’t work and it can carry bacteria.
• Know Your Rights card or legal aid contact info: Many advocacy orgs have printable resources.
• Extra phone battery or charger: You’ll likely be taking photos, coordinating, or live-streaming.
• Notepad and pen: Low-tech backup to record badge numbers, incidents, or reflections.
• Medication: Any essential meds you need for the duration you're out and a plus day.
• Comfortable shoes: You’ll be walking, standing, maybe running.
• Phone numbers of important people: If your phone is taken away this list will be a saving grace if you need help.
• Delete social media and communication apps: Disable facial or finger print recognition. One needs a warrant to get into your phone with a password.

During the Protest: Stay Aware of Your Surroundings

Situational awareness isn’t about fear, it’s about mindfulness. Here’s what to watch for:

• Exit routes: As soon as you arrive, clock the exits. Alleys, open streets, friendly stores, know how you’d leave if needed. In a similar vein, these exit routes can also be ways for vehicles to be used as weapons. Mindfulness is key.
• Crowd dynamics: Peaceful doesn’t mean static. Crowds ebb and flow. If the energy shifts, chanting gets aggressive, police lines form, stay calm and observe.
• Law enforcement presence: Note where officers are stationed. Watch for increased gear (riot helmets, shields) or tactical changes.
• People behaving differently: If someone is instigating violence, tagging property, or escalating conflict, they might not be aligned with the movement's goals. It’s okay to walk away or call attention to the behavior.
• Watch your group: If you came with others, make a buddy system. Decide on a meeting spot in case you get separated.

What happens if? Signs of Escalation & What to Do

• Change in police stance (batons out, mounted units, gas masks): Assume the situation may shift fast.
• Unmarked vehicles or detainments: These may not look like “official” arrests—don’t intervene physically, but document from a safe distance.
• Dispersal orders: These may be verbal or through sound devices. If one is issued, follow directions calmly, and leave quickly if possible.
• Flashbangs, tear gas, or rubber bullets: Cover your mouth, move away from the source, stay low, and seek clean air.
• De-escalation: If you have not been trained to de-escalate violence move away from the situation to a safe distance. Let the people trained to curb violence do their part and step back. A team of social workers did this at DC’s BLM protests successfully.

Lastly, Stay True to You:

Trust your instincts. If your gut says “it’s time to go,” listen to it.

Protests are part of social work history and praxis. From civil rights to labor rights to the fight for trans liberation, we’ve always stood shoulder to shoulder with our communities. But we can’t care for the collective without caring for ourselves. Bring your values, your preparation, and your courage. Speak truth. But also remember, your safety matters. You can’t pour from an empty cup.

I will see you at the protests!

Resources and References: 

 ACLU’s Know Your Rights: Protester’s Rights: https://www.aclu.org/know-your-rights/protesters-rights

National Lawyers Guild Legal Observer Program: https://www.nlg.org/our-work/legal-support/legal-observer-program/

Safety Planning for Protests (Amnesty International): https://www.amnesty.org/en/latest/news/2020/06/usa-safety-tips-for-protesters/

Protest Safety Guide (Black Lives Matter DC): https://www.blmdc.org/protest-safety-guide/

Digital Security for Protesters (Electronic Frontier Foundation): https://www.eff.org/deeplinks/2020/06/digital-security-and-privacy-tips-protesters

Building a DEI Underground Railroad in Higher Education and Beyond

    As a White woman in academia, I have watched highly qualified People of Color earn DEI director positions, and at first, I felt hopeful. “Finally, the right people were being invited to the table!” But I soon saw the reality of my ignorance. One by one, my friends and colleagues in these roles were systematically the first to be pushed out, their terminations disguised as “budget constraints.” What a setup for them. Now the excuse is a presidential executive order. We face a government that actively works against the very concept of equality this country once fought a war to achieve. White people in power created this mess, so why aren’t those of us who see the truth stepping up to fix it? Why aren’t we confronting and dismantling the racist and colonialist systems that still govern our institutions? Meanwhile, do you know who has educated themselves, mobilized, and taken action? White supremacists. If they can be that committed and organized to oppression, why aren’t we just as relentless in fighting for Justice, Equity, Diversity, and Inclusion?

We need to come together during this Tsunami of white supremacy and overcome this threat to democracy. Abolitionists and free Black communities started the Underground Railroad. We need to learn from history and become the next abolitionists. We need a DEI Underground Railroad. 

Building a DEI Underground Railroad in Higher Education and Beyond

Higher education is a battleground for social change. But in recent years, the fight for diversity, equity, and inclusion (DEI) has faced increasing resistance, political bullying, budget cuts, legislative bans, and outright institutional hostility. Universities that once championed DEI initiatives are now quietly retreating, leaving students, faculty, and staff without critical support. Disbanding these initiatives is not new, since 2022 more than 30 bills have targeted DEI in schools with 13 signed into law. (See the strictest anti-DEI law in Iowa here.) Universities must build a safer route for DEI initiatives in institutions to protect our most vulnerable and marginalized populations. An “Underground Railroad” of resources and support may be a part of the answer.

If history has taught us anything, it’s that communities build their own passageways when systems shut doors. Much like the original Underground Railroad, which provided a covert network of safe houses and resources for enslaved individuals seeking freedom, a DEI Underground Railroad could serve as a hidden yet powerful force, protecting and sustaining equity work in the face of growing opposition and threats.

What Would a DEI Underground Railroad Look Like?

The DEI Underground Railroad isn’t about secrecy for secrecy’s sake, it’s about resilience. It’s about finding creative, strategic, and sometimes covert ways to keep DEI efforts alive even when institutions bow down to political pressures. A colleague, Professor Valerie Walker, coined the acronym “CRUD” this past month as Culturally Responsive Universal Design couching DEI terms in an acronym. Educators will need to decide their own risk mitigation in using DEI terms and concepts. I use the term DEI throughout this post, but obviously the term and subsequent behaviors will need to be identified in different language to protect individuals and institutions.

1. Creating Networks, Not Just Committees

Traditional DEI offices are easy targets for budget cuts in these lean times. But informal networks of committed faculty, staff, and students? Much harder to erase. A DEI Underground Railroad thrives on relationships and networking, off-the-record meetings, encrypted communication channels, and partnerships that extend beyond institutional walls. I belong to a Signal group chat of social work tech educators which serves as support and provides education on the current state of affairs. This group is my short cut to news and information plus an added benefit of emotional support. Networks can provide much needed information and support until our anti-DEI course is corrected.

These networks could:

• Share resources outside formal structures (e.g., syllabi, training materials, policy guides).

• Provide anonymous mentorship for faculty and staff facing retaliation.

• Connect with external organizations, state legislators/governors, foundations, and private citizens, to fund and support DEI initiatives without institutional oversight.

• Educate themselves on DEI. Start by creating reading groups using Lily Zheng’s DEI deconstructed as a reference. (If you only do one thing, please read this.)

2. Embedding DEI Where They Least Expect It

DEI doesn’t have to live in an office labeled “Diversity & Inclusion.” It can (and should) be embedded everywhere.

• Require DEI concepts in Universal Design throughout curriculum development.  

• Position inclusive teaching as a student success strategy.

• Integrate DEI initiative and practice standards in promotion and tenure requirements.

• Support CSWE’s equity-related standards and assessments.

• Create field trips in courses for students to enhance their understanding of DEI in their communities.

• Focus on teaching critical thinking, the Paradox of Empathy, and transformational learning.

• Read Building resilience to hate in classrooms: Innovation in practice and pedagogy to prevent extremism and violence in U.S. schools for more ideas.

By integrating DEI into broader, “less controversial” conversations, advocates can continue the work under the radar.

3. Protecting Faculty and Students

When institutions back down from DEI commitments, the burden often falls on individuals—especially faculty of color, LGBTQ+ educators, and students pushing for change. A DEI Underground Railroad must include protection strategies:

• Know your rights. Train faculty on First Amendment protections and academic freedom laws.

• Build a legal defense fund. Support individuals facing retaliation.

• Create alternative learning spaces. If official DEI workshops get canceled, move them off-campus or online. (Coursera, LinkedIn)

• Provide resources for faculty to protect themselves against doxing. (DeleteMe, Aura, Google guide)

• Place all DEI information behind university firewalls.

4. Alternative Learning & Resistance Publishing

DEI education doesn’t have to come from institutional channels. It can live in:

• Underground publications such as newsletters, blogs, and zines sharing critical perspectives. (Substack, political podcasts, Blogs and Websites, Social Media) 

• Independent workshops offering free DEI training hosted off-campus or online.

• Student-led initiatives of peer-to-peer education outside administrative control.

• Non - University led resource curation of research (New York State Library DEI toolkit)

• Google Drive Crowd Sourcing of Resources

• Organizations Transforming Polarization and Division

When knowledge is decentralized, it’s harder to silence.

5. Whistleblower Networks & Advocacy

When institutions quietly erase DEI, they count on silence. A DEI Underground Railroad would establish confidential reporting systems and organize collective action:

• Anonymous reporting networks to document discrimination and retaliation.

• Alumni advocacy groups to pressure institutions from the outside.

• Coalitions with civil rights organizations for legal and political support. (ACLU, HRC,  Minority Rights Group)

Why This Matters

The attacks on DEI in higher education are not just about budgets or politics, they are about power. They are about whose voices get heard, whose experiences get validated, and whose rights get protected. If universities won’t uphold their commitments to equity, then we must create our own systems of support.

The DEI Underground Railroad isn’t about resisting institutions, it’s about rising above their limits. It’s a commitment to justice that refuses to be derailed by shifting policies or slashed budgets. DEI was never meant to be a temporary fix. It was a call to confront the deep, often invisible roots of bias, both unconscious and intentional, that shape our society. True transformation demands more than lip service, it requires awareness, empathy, and action. If we want real change, we must move beyond simply including others in White workplace culture. We must reimagine it into a genuinely multicultural force that reflects the strength and diversity of our communities.

Resistance has always fueled the fight for justice, it’s nothing new. But today, higher education and society stand at a crossroads. It’s time to move beyond performative gestures and fully COMMIT to true inclusion. DEI isn’t enough; we must evolve into JEDI (Justice, Equity, Diversity, and Inclusion) because, without justice, the rest is just rhetoric. This is not the moment to retreat. This is the moment to rise. Do not let the Dark Side of politics silence progress. Do not let your fear dictate the future.  Now is the time to show up and ACT, together.

How can I make a difference? Empowering clients to combat misinformation in a divisive era

The current political climate and frustration over feeling powerless to affect macro changes has me reflecting on what social workers in a micro practice can do to create an informed America. This blog post is a breakdown of how to teach clients skills which could potentially influence future elections without crossing the line into political discourse. This is a micro strategy to promote fact-based evaluation in a client’s own environment on their terms. This may feel like too small of an action with the blaring misinformation being shared on the Internet, but small steps lead to bigger changes. This may be a subtle strategy, but it is a significant one.

I would like to be clear: by education, I do not mean addressing political topics in session or providing clients with fact sheets on divisive issues. Initiating political conversations would be unethical. When fear and misinformation underscore the basis of client voting behaviors, teaching critical thinking to inform their decisions is part of the solution.

As I have advocated for in the past, the need for a good technology assessment with clients is crucial. Assessing a client’s digital literacy is the first step in understanding the client in their environment. Including a technology assessment in the engagement phase normalizes discussion about digital resources throughout the therapeutic process.

Once a baseline for the client’s technology usage is established, social workers can integrate specific processes for the client to empower themselves about internet accuracy through research. The term “research” can be a scary term for some of our clients. Always speak in terms the client is familiar with to minimize their anxiety about technological literacy and processes.

Start by educating yourself on the validity of websites and information on the internet. Here are some resources to help:

• CARP Method: This method helps evaluate sources by looking at Currency, Authority, Relevance, and Purpose. It’s a straightforward approach that can easily be introduced to clients in plain language.
• CRAAP Method: This stands for Currency, Relevance, Authority, Accuracy, and Purpose. It’s another excellent tool to evaluate resources. This video on the CRAAP Method is particularly useful.
• AllSides Media Bias Chart or the Ad Fontes Media Bias Chart: These charts simplify the understanding of media biases from the Left, Center, and Right. 

Building Skills in Digital Literacy

Once the foundation for evaluating sources is established, social workers can guide clients in practicing these skills in ways that feel safe and empowering. Here are some strategies:

1. Use Analogies: Compare internet research to checking the ingredients on a food label. This can help clients understand the importance of knowing what’s “inside” the information they consume.
2. Start Small: Encourage clients to fact-check one small piece of information they’ve come across online. This could be related to a hobby, recipe, or news about their favorite TV show. The goal is to practice without triggering defensiveness or fear. If you use this truth detection technique as a normal process when the client has questions then the evaluation of social media posts or other information becomes normalized in their daily life.
3. Leverage Non-Political Examples: Share examples that resonate with the client’s interests or daily life. For instance, if they take supplements or herbal remedies, you could discuss the importance of verifying advice from credible websites about their efficacy rather than relying on random social media posts. You can advance this to the next level by helping them evaluate information about a diagnosis, treatment options, or something relevant to their treatment plan.
4. Normalize Misinformation as a Common Challenge: Remind clients that everyone can fall victim to misinformation. Emphasize that learning how to critically evaluate sources is a skill that takes time and practice.

Addressing Emotional Responses to Misinformation

Be mindful of how clients react to information discrepancies. Many clients may feel embarrassed or overwhelmed when they realize they’ve believed or shared false information. Validate their feelings and focus on the positives:

• Encourage self-compassion: Remind clients that misinformation is designed to be misleading and that it’s not a reflection of their intelligence.
• Frame learning as empowerment: Emphasize how their new skills can help them feel more in control and confident in making decisions. This could be integrated as an intervention for their treatment plan.

Using Strengths-Based Approaches

A strengths-based approach can reinforce client empowerment:

• Highlight past successes: Remind clients of times they made informed decisions or solved complex problems in other areas of their life.
• Celebrate small victories: Acknowledge when clients identify credible sources or successfully fact-check information.
• Encourage teaching others: Suggest that clients share their newfound skills with family or friends. Teaching reinforces learning and helps spread digital literacy.

As social workers, we play a vital role in helping clients navigate the overwhelming amount of information in today’s digital world. By teaching critical thinking and digital literacy skills, we can empower clients to make informed decisions without crossing ethical boundaries. These skills not only support informed voting behaviors but also foster a sense of confidence and agency in other aspects of their lives.

In a time when misinformation can feel overwhelming, we can help clients move from hopeless to hopeful by equipping them with the tools they need to discern fact from fiction. Through thoughtful engagement and education, we can make a meaningful impact without engaging in polarizing political discourse, staying true to our ethical principles while fostering positive change.

Building a Culture of Integrity: Addressing AI Use in Student Assignments

During the previous term, a significant portion of my grading hours was dedicated to evaluating the presence of AI in student assignments. This involved distinguishing between AI-generated and non-AI-generated posts, tracing AI-generated references, analyzing how students utilized AI in their work, and engaging in discussions with students who excessively relied on AI about issues of plagiarism and the ethical use of AI. Additionally, we deliberated on how unethical AI usage in academic settings could adversely affect their future practice in social work, especially with vulnerable and marginalized populations.

This process has been exhausting. As an educator, my primary role is not to police my students. Therefore, I seek to find a way to assist myself, my colleagues, and my students in navigating this complex landscape, allowing us to focus on course content rather than the intricacies of AI usage. I propose an expansion of the current academic standards, particularly the APA format, which students are accustomed to using for their assignments. This expansion would provide a framework for the ethical usage of AI.

Scholarly writing already incorporates a foundation for academic integrity, and the APA style can be adapted to address some of the challenges posed by generative AI in our educational system. Although some students might still evade these measures, I believe that most students can benefit from AI if used ethically. A familiar format and process are essential to educating students on how to integrate AI ethically into their work and utilize various tools to enhance the content they produce.

Tracking AI use in assignments can enhance students' learning. One example of AI use by students offers a way to mitigate some of the inequities inherent in educational systems, but educators must understand how this would work. The benefits of an APA AI approach can assist students for whom English is a Second Language (ESL). ESL students can ethically use AI software to address grammatical and stylistic differences between their primary language and English. ESL students can also write their papers in their native language and use translation applications. AI detection software flags such uses as not being in the student's own words. Educators can focus on content rather than grammar or inappropriate AI use by adopting an extended form of APA referencing that includes links to comparisons between original work and AI intervention. This approach allows students with different linguistic backgrounds to concentrate on learning course material without being misunderstood by monolingual educators. Educators can differentiate their grading of ESL students through a fair assessment process reducing penalties for errors inherent in cross-cultural communication.

Educators are navigating the evolving landscape of AI alongside their students. I do not believe the majority of students have malicious intentions regarding AI use. Students do, however, need more training and guidance on how to use AI tools. Employing an expanded APA format for AI content fosters greater awareness of students' decisions when integrating AI into their learning process. This approach allows educators to determine which AI-generated references necessitate supporting documentation, ultimately facilitating a more focused and content-driven educational experience.

The examples below begin to provide a framework for AI tracking academic behavior in student assignments. I welcome your feedback and enhancements to this procedure. Here is a link to a crowd-sourced document for comments. https://docs.google.com/document/d/1mUicNnddZ4U9iVPM7UWz7ZrM_6XpVxZDPTZ4QdhNMkQ/edit?usp=sharing

APA Extended Reference Options for AI

AI Referencing Format

Name of AI company. (year). Name of AI program: “Prompt used” (version date) [Type of AI]. Purpose of Use. (Appendix Identifier or Link to Chat).

 

Appendices

Each appendix should include a title underneath, identifying the content. i.e. Chat Log, Outlines, Summaries, Paraphrasing, etc. If the students use more than three different types of chat logs, then the logs should be categorized into different appendices related to their function (i.e., Outlines, Summaries, Grammar Corrections, Brainstorming, etc.) Each reference includes either a link to a chat or a transcript of the chat. If transcriptions are over two pages total, students will create a Google Doc on their drive and make the appendix sharable to anyone with the link.

Footnotes

When the student uses AI to paraphrase a quote within an assignment, footnotes need to be included. Link the quote to its original source. The example provides an AI paraphrase of a direct quote from an academic source.

I would mandate the student compare the original quote and AI paraphrase to relay the information in their own words. Using the term “Explain it to me like I am a 5^th grader” in AI helps students find meaning and connect it to the original work as they develop a new paraphrase of the concept.

APA Referencing Format for Footnotes

Footnote number Paraphrasing. (Author, year, page, paragraph). Link to paraphrasing tool’s chat

Example of Reference Pages

References

Fording, R. C., Soss, J., & Schram, F. S. (2011). Race and the local politics of punishment in the new world of welfare. American Journal of Sociology,116, 1610-1657.

AI References

Claude. (2024).  Claude: “Identify colonialist ideas in TANF” (June 18 version) [Chatbot], Brainstorming. (Appendix A).

Google. (2024). Google Chrome: Check spelling and grammar in this document. (June 16 version) [Large language model]. Spelling and Grammar.

Quillbot. (2024).: Google Chrome Extension (June 16 version) [Large language model]. Paraphrasing. (Appendix B).

Grammarly (2024). Grammarly (June 18 version) [Large language model]. Spelling and Grammar.

OpenAI. (2024). ChatGPT “Give me an outline for the following assignment: Using the six stages of the Policy Change Process (based upon the Generalist Intervention Model of Social Work Practice), choose a policy area from below. Identify each stage as it occurred in the history of the development of the chosen policy within this area of practice. Specifically, detail each area according to its definition and how the policy advocates addressed each stage. Evaluate how you would change the approach of one of the stages. Use the Violence Against Women Act as the policy.” (June 16 version) [Large language model] Outline. https://chatgpt.com/share/39be0dac-f99f-41e2-ae43-4d7e16d0c7d9

OpenAI. (2023). ]. ChatGPT: “Identify colonialist ideas in TANF” (June 16 version) [Large language model]. Understanding. (Appendix A).

 

Appendix A

Chat Logs 

1.     Claude. (2024). Claude (June 16 version) [Chatbot]. “Identify Colonialist Ideas in TANF” (June 16 version) [Large language model] Brainstorming.

Chat History

a.      The Temporary Assistance for Needy Families (TANF) program, which replaced the Aid to Families with Dependent Children (AFDC) program in 1996, has been criticized for incorporating certain colonialist ideas and perpetuating systemic inequalities. Here are some ways in which colonialist ideas have been identified within the TANF program: 

b.     Paternalism and control: TANF's work requirements, time limits, and strict rules have been seen as a form of paternalism, where the government exerts control over the lives of low-income individuals, particularly women of color, under the guise of promoting self-sufficiency. This echoes colonial practices of controlling and disciplining colonized populations.

c.      Perpetuation of stereotypes: The rhetoric surrounding TANF often portrays recipients as lazy, irresponsible, and dependent on welfare, reinforcing negative stereotypes about poverty and race. These stereotypes have historical roots in colonial representations of colonized peoples as inferior and in need of "civilizing" interventions.

d.     Emphasis on nuclear family structure: TANF's promotion of traditional nuclear family structures and emphasis on marriage and responsible fatherhood have been criticized for imposing Western, Eurocentric values on diverse family structures, particularly those of indigenous and minority communities.

e.      Criminalization of poverty: The strict rules and sanctions associated with TANF, including the potential for loss of benefits or criminal penalties for non-compliance, have been likened to the criminalization of poverty, which echoes colonial practices of controlling and punishing colonized populations.

f.        Undermining of self-determination: The top-down, restrictive nature of TANF has been seen as undermining the self-determination and autonomy of low-income individuals and communities, similar to how colonial powers imposed their will on colonized territories.

g.      It's important to note that these criticisms highlight the systemic inequalities and biases embedded within the TANF program, which disproportionately affect marginalized communities, particularly those with historical experiences of colonization and oppression.

2.    OpenAI. (2024). ChatGPT “colonialist ideas in TANF” (June 18 version) [Large language model]. https://chatgpt.com/share/f41d25ac-512a-4f08-9afa-149013a65d39

3.      OpenAI. (2024). ChatGPT “Give me an outline for the following assignment: Using the six stages of the Policy Change Process (based upon the Generalist Intervention Model of Social Work practice), choose a policy area from below. Identify each stage as it occurred in the history of development of the chosen policy within this area of practice. Specifically detail each area according to its definition and how the policy advocates addressed each stage. Evaluate how you would change the approach of one of the stages. Use the Violence Against Women Act as the policy.” (June 18 version) [Large language model] https://chatgpt.com/share/39be0dac-f99f-41e2-ae43-4d7e16d0c7d9

 

Appendix B

Other Uses of AI within this Paper 

Google. (2024). Google Chrome (June 16 version) [Large language model]. Grammar and Spelling Check.

Google. (2024). Quillbot: Google Chrome Extension (June 16 version) [Large language model]. Paraphrasing.

Grammarly (2024). Grammarly (June 18 version) [Large language model]. Grammar and Spelling Check.

OpenAI. (2024). ChatGPT (June 16 version) [Large language model]. Definition Summaries.

OpenAI. (2024). ChatGPT (June 16 version) [Large language model]. Summarize PDF’s.

 

Footnote Example

 

The first approach, often called "paternalist," has led governance to take a more explicit role in directing and overseeing the behaviors of the poor (Mead 1997). By using images of disorder and dysfunction as justifications, public authorities have claimed a duty to "tell the poor what to do" (Mead 1998). Consequently, programs for poor people have been redesigned to focus on behavioral expectations, administrative monitoring, incentives for proper behavior, and penalties for noncompliance (Mead 1997). Various means-tested benefits, such as nutritional assistance and housing support, have been made contingent on compliant behavior. [1]

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[1] Paraphrasing. (Fording et al. 2011, p 1161, para 1). https://chatgpt.com/share/239069b4-bb10-472e-ae08-c318d028c674