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

Practice Behaviors Modules Skills Assessment

2.1.10(a)–(d)—Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.

(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.1J.1J.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.

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– Birkenjm@slu.edu– (314) 977-3323

• Mike Rochelle, CSD– Mrochelle@brownschool.wustl.edu