1. 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

2. Presentation Overview FCAB project, Center for Social Development (CSD) Rationale Fundamental components Example Fit with EPAS Instructor resources

3. 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

4. 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

5. 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.

6. 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.

7. Fundamental Components of the FCAB Curriculum: Part I Introduction to FCAB Context –Financial services –Policy Household finances –Earnings and income –Spending and budgeting

8. 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

9. 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

10. FCAB Curriculum Fit with EPAS: Example EPAS Competency Practice BehaviorsModulesSkillsAssessment 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.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. Community assessment

11. Instructor Resources for FCAB Syllabi on ACOSA websiteACOSA website FCAB initiative, CSD Other CSD publicationsCSD publications Birkenmaier, Sherraden, & Curley (2013) Scholarly FCAB literature in journals University of Maryland, School of Social Work Financial Social Work Initiative (FSWI) Scholar NetworkScholar Network

12. Additional Information Julie Birkenmaier, Saint Louis University –Birkenjm@slu.eduBirkenjm@slu.edu –(314) 977-3323 Mike Rochelle, CSD –Mrochelle@brownschool.wustl.eduMrochelle@brownschool.wustl.edu