SMITH COLLEGE STUDIES IN SOCIAL WORK最新文献

{"title":"“The Attitude Is Essential” The Experience of Two Mothers with Differing Educational Backgrounds Receiving Post-Discharge Intervention after Very Preterm Delivery","authors":"Edith Raap, Katie Lee Weille, Monique Flierman, Martine Jeukens-Visser","doi":"10.1080/00377317.2023.2294903","DOIUrl":"https://doi.org/10.1080/00377317.2023.2294903","url":null,"abstract":"While the importance of professional support following very preterm delivery (VP) is established, the parental experience of support still warrants deeper understanding. Evaluation of a Dutch one-y...","PeriodicalId":45273,"journal":{"name":"SMITH COLLEGE STUDIES IN SOCIAL WORK","volume":"7 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138744290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Features of Pathogenic Beliefs in the Context of Childhood Maltreatment: Implications for Therapeutic Empathy","authors":"Jay Reid, David Kealy","doi":"10.1080/00377317.2023.2292995","DOIUrl":"https://doi.org/10.1080/00377317.2023.2292995","url":null,"abstract":"One reason why patients may seek therapy is to address constricting beliefs about themselves, others and the world that diminish the quality of their lives. These pathogenic beliefs interfere with ...","PeriodicalId":45273,"journal":{"name":"SMITH COLLEGE STUDIES IN SOCIAL WORK","volume":"81 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138574575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Narratives of Uprooting Anti-Black Racism in Higher Education: Developing a Power, Race, Oppression, and Privilege Framework in Social Work","authors":"Noel Altaha, Ama Konadu Amoafo-Yeboah, Courtney D. Cogburn, Sydnee R. Corriders, Sarah Dillard, Alisa Graham, Elise Jaykar, Ife Lenard, Marion Riedel, McKay Sharpe, Catherine Shugrue dos Santos, Ashley Stewart, Ovita F. Williams, Susan S. Witte","doi":"10.1080/00377317.2023.2266026","DOIUrl":"https://doi.org/10.1080/00377317.2023.2266026","url":null,"abstract":"Social work is in a crucial position to reshape its current teachings centering dominant culture’s practices focused on white supremacist theoretical frameworks. Rethinking the social work curricul...","PeriodicalId":45273,"journal":{"name":"SMITH COLLEGE STUDIES IN SOCIAL WORK","volume":"19 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Toward “Decolonizing” Clinical Social Work Practice and Education","authors":"Kenta Asakura, Joshua Miller, Ora Nakash, Peggy O’Neill","doi":"10.1080/00377317.2023.2279389","DOIUrl":"https://doi.org/10.1080/00377317.2023.2279389","url":null,"abstract":"Published in Smith College Studies in Social Work (Vol. 93, No. 2-4, 2023)","PeriodicalId":45273,"journal":{"name":"SMITH COLLEGE STUDIES IN SOCIAL WORK","volume":"17 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Decolonizing School Social Work Practice: The Delicate Dance Around Power, Privilege and Oppression","authors":"Carolyn Mak","doi":"10.1080/00377317.2023.2268169","DOIUrl":"https://doi.org/10.1080/00377317.2023.2268169","url":null,"abstract":"ABSTRACTSchool social work is a specialized area of clinical social work practice. Like any aspect of social work, it can be: at its best, used to support and uplift students, families and communities; and at its worst, used to oppress children, youth and their caregivers in both obvious and tacit ways. School social workers need to develop critical consciousness and think critically about their positionality within these institutions, as they have a voice and role in shaping social justice and well-being in schools. This paper reflects upon the notion of decolonization and its meanings within elementary and secondary school contexts, particularly as it relates to students from minoritized groups and cultures. I examine the ways in which school social workers may be drawn into becoming complicit in dominant ideas about academic achievement, behaviors and development, based on my own experiences as a racialized person working in predominantly white spaces. Using the metaphor of a dance, school-based relationships are highlighted as a means to disrupt the systemic structures that are designed to maintain the status quo.KEYWORDS: Decolonizationschool social workracismclinical social work practicesocial justice Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 I use the term “racialized” here to reflect the notion that people of color are most usually subject to the social processes and often negative assumptions involved with being categorized by their race (Process of racialization, Citationn.d.).2 Dr. Nakash is the Director of the Smith College School for Social Work doctoral program, and is one of the co-editors of this special issue.","PeriodicalId":45273,"journal":{"name":"SMITH COLLEGE STUDIES IN SOCIAL WORK","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135854790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From the Margins to the Center: Cultivating Collective Healing with Soulcial Work Praxis","authors":"Alexis Jemal, Diana Melendez, Olivia Hunte, Diana Ballesteros, Gita R. Mehrotra","doi":"10.1080/00377317.2023.2263572","DOIUrl":"https://doi.org/10.1080/00377317.2023.2263572","url":null,"abstract":"ABSTRACTBlack, Indigenous, and Women of Color (BIWOC) educators working in predominantly White institutions (PWIs) disproportionately experience violence rooted in historical, structural, and interpersonal oppressions that negatively impact mental and physical health which necessitates multi-level healing. In response, a BIWOC educators’ healing circle incorporated Critical Transformative Potential Development (CTPD) to create a collective and collaborative healing process from the harm of institutional gendered racism. The BIWOC circle integrated decolonial strategies, including storytelling and healing spaces, to encourage the cultivation of sustainable health and wellness practices. Through the reflective narratives of four BIWOC healing circle participants, we consider the ways CTPD can be a decolonizing force. Participant narratives support the introduction of Soulcial Work Praxis (SWP), and its evolution from CTPD, as a decolonizing theoretical framework for soul care, transformation, and healing, proclaiming that rebellion is our salvation, community is our protection, and healing is our liberation. The SWP dimensions within participants’ reflections highlight our pillars of humanity: space, grace, time, and opportunity. Considerations for broader application in social work education, research, and practice are also presented.KEYWORDS: African Americancritical consciousnesshealingdecolonizationinterventionwomen of color Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. “Global Majority” “refers to people who are Black, Asian, Brown, dual-heritage, indigenous to the global south, and or have been racialised as ’ethnic minorities’” (Campbell-Stephens, Citation2020, p. 1).Additional informationFundingThis research was supported by the PSC-CUNY Enhanced grant award. The content is solely the responsibility of the authors and does not necessarily represent the official views of PSC-CUNY.","PeriodicalId":45273,"journal":{"name":"SMITH COLLEGE STUDIES IN SOCIAL WORK","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136062817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Decolonizing Social Work Education and Practice with Students and Community Stakeholders: A Case Example from University of Calgary","authors":"Régine Uwibereyeho King, Liza Lorenzetti, Jeff Halvorsen, Maimuna S. Khan, Lemlem Haile","doi":"10.1080/00377317.2023.2261550","DOIUrl":"https://doi.org/10.1080/00377317.2023.2261550","url":null,"abstract":"ABSTRACTSocial work education in Canada has struggled to identify and disrupt systems of oppression and marginalization, rooted in a history of colonialism and slavery, that continues to reverberate through neocolonial policies, pedagogy, and practice. Universities and social work programs remain white spaces that uphold white supremacy, while actively excluding nonwhite members and their ways of knowing and being in the world. It wasn’t until the deepened retrenchment of anti-Black racism during the pandemic, punctuated by the killing of George Floyd, that a group of educators seized an opening to teach an anti-racist and anti-colonial praxis course for the Bachelor of Social Work students in spring of 2021, the first one of its kind in our faculty. Students were encouraged to engage with Indigenous and racialized community youth to imagine and integrate anti-racist and reconciliatory actions as part of their assignments. This paper shares our experiences co-designing and co-teaching this course together with community partners. We emphasize lessons from the applied pedagogical approaches as well as its implications for social work education and social work practice.KEYWORDS: Anti-racismanti-colonialismcritical pedagogypraxisracial caucusingacademic-community partnership AcknowledgmentsThe authors would like to thank Cree Métis Elder and Social Worker Kerrie Moore who opened the course in a good way with Indigenous teachings and the importance of Indigenous knowledges in anti-colonial social work; Blackfoot Elder Charlotte Yellowhorn McLeod who led the talking stick teaching to support student learning in Blackfoot ways of knowing and acceptable social work practices. Special thanks also go to the Marlborough Community Youth and their Community Social Worker Lemlem Haile for their contribution to the students’ learning by assisting them to design, develop and implement a community action as part of their course assignments. The authors also thank the community activists and educators who shared their wisdom, experiences and expertise throughout the course. These include Veronica Chirino Baker, Carole Carpot Lacassagne, Mare Donly, Dr. Yahya El-Lahib, and Vanesa Ortiz. Our appreciation to the team of community activists who organized the original community Learning Series. This includes Nellie Alcaraz, Michelle Bella, Tatiana Oshchepkova, Viviana Reinberg, Muna Salah, Ryan Valley, and Blackfoot Elder Adrian Wolfleg.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 This excerpt was included with the permission of Elder Moore.2 This excerpt was included with the permission of Elder YellowHorn McLeod.3 This excerpt was included with the permission of Dr. Yahya El-Lahib.4 This excerpt was included with the permission of Carole Carpot, Veronica Chirino Baker, Vanesa Ortiz, and Mare Donly.","PeriodicalId":45273,"journal":{"name":"SMITH COLLEGE STUDIES IN SOCIAL WORK","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135719224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Wade in the Water: Suggestions for Centering Reproductive Justice in Social Work Education, Practice, and Organizing","authors":"Brandyn-Dior McKinley, Loren Cahill, Shveta Kumaria","doi":"10.1080/00377317.2023.2260487","DOIUrl":"https://doi.org/10.1080/00377317.2023.2260487","url":null,"abstract":"ABSTRACTIn this article, we grapple with how social work educators and practitioners should hold and respond to the Supreme Court’s ruling to overturn Roe v. Wade. We begin by outlining what is at stake for the social work field by mapping the impact on the safety and well-being of individuals, families, and communities of color. Our analysis also makes visible the ways in which the Court’s decision has enacted epistemic violence to decades of reproductive justice-based theorizing and organizing spearheaded by women of color. Applying a reproductive justice (RJ) framework to the Council for Social Work Education (CSWE) Competencies, we identify areas within micro-, mezzo-, and macro-level practice for social workers to disrupt patterns of reproductive oppression, including restrictions on abortion. We believe that every social worker is situated to play a unique role in creating liberatory clinical social work practices. By centering reproductive justice and decolonial thinking in social work education and practice, we can begin to ask different questions and try new strategies to build safe and more supportive environments.KEYWORDS: Reproductive justicemicro, mezzo, and macroliberationdecolonial social work education Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Throughout this article, we will use the terms women, femmes, gender-expansive people, birthing bodies, and pregnant people to acknowledge that many different bodies and people are affected by threats to bodily autonomy and reproductive freedom. We find it imperative to name that assigned sex at birth does not determine one’s experience surrounding the making and caring for new human beings and/or ability to (re)produce.","PeriodicalId":45273,"journal":{"name":"SMITH COLLEGE STUDIES IN SOCIAL WORK","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136060716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Towards a Black Love and Care Ethic: Reimagining Social Work Through Black Technologies","authors":"Keshia (Kay) Williams","doi":"10.1080/00377317.2023.2258233","DOIUrl":"https://doi.org/10.1080/00377317.2023.2258233","url":null,"abstract":"ABSTRACTThe insidious impact of anti-Black racism on Black peoples remain obscured by even the most well-meaning Diversity, Equity, and Inclusion (DEI) programming and curricula. The following inquiries guide this article: What becomes possible, in clinical settings and beyond, when the needs, dreams, and abundance of Blackness and Black peoples are tended to and affirmed? What Black technologies can be employed to cultivate the fullness of this possibility? This article will introduce readers to the Black Love and Care (BLaC) Ethic, a practical framework intended to disrupt the impacts of anti-Black racism and its intersecting oppressions by shifting how clinical practitioners practice being with Blackness. The BLaC Ethic is an invitation into a worldbuilding practice that explores what is possible when systems tend to and affirm Black experiences. The article will apply The BLaC Ethic through a reimagined clinical social work lens. The BLaC Ethic will also be explored from the perspective of “black technologies,” or methods of perspectivity developed by Black peoples, such as the Afrocene, Endarkened Storywork Epistemology, and the Divine Genders Oracle Deck.KEYWORDS: Black love and care ethicanti-black racismendarkened storyworkrasanblajpostactivismdecolonization Disclosure statementNo potential conflict of interest was reported by the author.","PeriodicalId":45273,"journal":{"name":"SMITH COLLEGE STUDIES IN SOCIAL WORK","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136135898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Toward Decolonizing Social Work Practicum: From a Practicum Director’s Perspective","authors":"Kanako Okuda","doi":"10.1080/00377317.2023.2256853","DOIUrl":"https://doi.org/10.1080/00377317.2023.2256853","url":null,"abstract":"ABSTRACT The social work practicum, also called field education, is the signature pedagogy of social work education and is deeply rooted in the profession’s history. Unfortunately, the practicum reflects hegemonic Eurocentric values and is complicit in enacting oppression, privilege, and structural inequity. Therefore, social work needs to reckon with this history and with the need to decolonize the practicum, which has recently drawn the critical attention of social work educators and students engaged in social justice dialogs. This article argues that in social work education, practicum directors have assumed gatekeeping responsibility; practicum directors and administrators inevitably contribute to professional inequity and are complicit in its oppressive practices. Notwithstanding this fact, practicum education is positioned to play a critical role in decolonizing social work education, and practicum directors’ voices and perspectives are essential to implementing meaningful transformation. By critically examining the practicum process and offering suggestions for future discussions and liberatory action, this article examines the way that the social work practicum participates in oppressive practice from a practicum director’s perspective.","PeriodicalId":45273,"journal":{"name":"SMITH COLLEGE STUDIES IN SOCIAL WORK","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135879305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}