Pub Date : 2023-09-05DOI: 10.1080/00377317.2023.2254396
LaTasha Smith, Carolyn Mak
As the social work landscape rapidly changes to more directly address the effects of racism, colonialism and all areas of oppression on individuals, communities and systems, the delivery of responsive clinical social work services is being called to radically transform. This transformation starts with social work education, both in curriculum and in pedagogy, and must include an emphasis on anti-Blackness, starting with raising consciousness and increasing awareness of its prevalence and then deciding how to move beyond awareness. Although clinical social work educators are charged with the task of training emerging social workers to effectively translate theory into practice, missing is guidance on how to do so with an anti-Black, decolonial sensitivity. In 2022, the authors introduced a model – the Trajectory of Awareness (ToA) – to address an aspect of anti-Black racism and in this paper, we return to the ToA model, incorporating decolonial principles. Decoloniality is very much aligned with teaching about anti-Black racism and developing a skill set in teaching about anti-Black racism from a decolonial perspective is essential.
{"title":"Two Sides of the Same Coin: Adopting a Decolonial Stance in Teaching Clinical Social Work Students to Intervene on Anti-Black Racism","authors":"LaTasha Smith, Carolyn Mak","doi":"10.1080/00377317.2023.2254396","DOIUrl":"https://doi.org/10.1080/00377317.2023.2254396","url":null,"abstract":"As the social work landscape rapidly changes to more directly address the effects of racism, colonialism and all areas of oppression on individuals, communities and systems, the delivery of responsive clinical social work services is being called to radically transform. This transformation starts with social work education, both in curriculum and in pedagogy, and must include an emphasis on anti-Blackness, starting with raising consciousness and increasing awareness of its prevalence and then deciding how to move beyond awareness. Although clinical social work educators are charged with the task of training emerging social workers to effectively translate theory into practice, missing is guidance on how to do so with an anti-Black, decolonial sensitivity. In 2022, the authors introduced a model – the Trajectory of Awareness (ToA) – to address an aspect of anti-Black racism and in this paper, we return to the ToA model, incorporating decolonial principles. Decoloniality is very much aligned with teaching about anti-Black racism and developing a skill set in teaching about anti-Black racism from a decolonial perspective is essential.","PeriodicalId":45273,"journal":{"name":"SMITH COLLEGE STUDIES IN SOCIAL WORK","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135205616","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}
Pub Date : 2023-09-01DOI: 10.1080/00377317.2023.2248263
Hugo Kamya
ABSTRACT Decolonization is an ongoing process of addressing power imbalances and knowledge hierarchies. The role of social work is to serve the wellbeing of people and communities. However, social work in Uganda is part of a colonial legacy situated within systems of power. Due to colonization, social work practice bears the vestiges of colonialism often disconnecting the indigenous peoples from their cultures, history, traditions, land, water, resources, and knowledges. In some cases, social work practice has further alienated the very people it purportedly seeks to serve reproducing oppression and systemic inequities. This paper examines the impact of colonialism in service provision and proposes ways to break free of structures of coloniality. It proposes an African-centric framework through the reclamation of traditional values and beliefs.
{"title":"Decolonizing Mental Health/Social Work Practice in Uganda: Reconstructing an African-Centric Framework Through Traditional Values and Beliefs","authors":"Hugo Kamya","doi":"10.1080/00377317.2023.2248263","DOIUrl":"https://doi.org/10.1080/00377317.2023.2248263","url":null,"abstract":"ABSTRACT Decolonization is an ongoing process of addressing power imbalances and knowledge hierarchies. The role of social work is to serve the wellbeing of people and communities. However, social work in Uganda is part of a colonial legacy situated within systems of power. Due to colonization, social work practice bears the vestiges of colonialism often disconnecting the indigenous peoples from their cultures, history, traditions, land, water, resources, and knowledges. In some cases, social work practice has further alienated the very people it purportedly seeks to serve reproducing oppression and systemic inequities. This paper examines the impact of colonialism in service provision and proposes ways to break free of structures of coloniality. It proposes an African-centric framework through the reclamation of traditional values and beliefs.","PeriodicalId":45273,"journal":{"name":"SMITH COLLEGE STUDIES IN SOCIAL WORK","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45703845","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}
Pub Date : 2023-08-23DOI: 10.1080/00377317.2023.2249991
S. Pasupuleti, E. Lambert, Susheelabai R. Srinivasa, Terry Cluse-Tolar, Shanhe Jiang
{"title":"The Importance of Organizational Justice on Job Burnout Among Midwestern U.S. Social Workers","authors":"S. Pasupuleti, E. Lambert, Susheelabai R. Srinivasa, Terry Cluse-Tolar, Shanhe Jiang","doi":"10.1080/00377317.2023.2249991","DOIUrl":"https://doi.org/10.1080/00377317.2023.2249991","url":null,"abstract":"","PeriodicalId":45273,"journal":{"name":"SMITH COLLEGE STUDIES IN SOCIAL WORK","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48898724","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}
Pub Date : 2023-07-29DOI: 10.1080/00377317.2023.2240402
A. Ortega-Williams, Jandel Crutchfield, J. Hall, Aundraea White
ABSTRACT Colorism and historical trauma are part of the lived experiences of many racialized and marginalized groups. However, few studies have examined the meaning and function of colorism and historical trauma among clinical social workers and how prepared they feel to support healing from these experiences in their practice and lives. To address this gap, 42 clinicians of diverse racial, ethnic, gender, and regional identities from the United States were surveyed, of which 35 were interviewed, to explore their experiences of colorism, historical trauma, healing, and clinical social work education. Key themes will be presented: 1) Invisibilized healing & wounds: Black, Asian, mixed race, Latine, and people of color (POC) clinicians identified a need to heal personally from intrafamilial and societal experiences of historical trauma and colorist microaggressions, 2) Closing the gaps in clinical education, and 3) Clinical supervision as a compounded barrier or stepping stone. Implications for decolonial clinical social work education and practice will be discussed.
{"title":"Colorism and Historical Trauma: Barriers and Stepping Stones for Healing within Clinical Social Work Education","authors":"A. Ortega-Williams, Jandel Crutchfield, J. Hall, Aundraea White","doi":"10.1080/00377317.2023.2240402","DOIUrl":"https://doi.org/10.1080/00377317.2023.2240402","url":null,"abstract":"ABSTRACT Colorism and historical trauma are part of the lived experiences of many racialized and marginalized groups. However, few studies have examined the meaning and function of colorism and historical trauma among clinical social workers and how prepared they feel to support healing from these experiences in their practice and lives. To address this gap, 42 clinicians of diverse racial, ethnic, gender, and regional identities from the United States were surveyed, of which 35 were interviewed, to explore their experiences of colorism, historical trauma, healing, and clinical social work education. Key themes will be presented: 1) Invisibilized healing & wounds: Black, Asian, mixed race, Latine, and people of color (POC) clinicians identified a need to heal personally from intrafamilial and societal experiences of historical trauma and colorist microaggressions, 2) Closing the gaps in clinical education, and 3) Clinical supervision as a compounded barrier or stepping stone. Implications for decolonial clinical social work education and practice will be discussed.","PeriodicalId":45273,"journal":{"name":"SMITH COLLEGE STUDIES IN SOCIAL WORK","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49204639","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}
Pub Date : 2023-07-02DOI: 10.1080/00377317.2023.2232018
Lisa Werkmeister Rozas
ABSTRACT Within Social Work education, there has been a rising call for decoloniality. Among the areas most frequently targeted for transformation are the privileging of Christian Euro-centric sources of knowledge and means of transmission, Christian Euro-centric relational norms and behaviors, Euro-centric standards of excellence and professionalism. The origin of coloniality is steeped in four pillars, White Supremacy, Patriarchy, Capitalism and Christianity, labeled as the Colonial Matrix of Power (CMP). Bolstered by the promises that the principles comprising modernity (development, progress, rationality) are good for all, those managing and controlling the CMP define what are considered legitimate forms of knowledge (epistemology) and status of being (ontology). This paper offers a perspective on how the transformation of social work education is contingent upon the development of critical consciousness, legitimization of indigenous knowledge and cosmologies, critical realism, epistemic disobedience, and the primacy of connection and relationship among all entities. Through re-developing these skills and practices, social work education can take a verdant role in the decoloniality of professional education.
{"title":"Liberating Social Work Education Through Decoloniality","authors":"Lisa Werkmeister Rozas","doi":"10.1080/00377317.2023.2232018","DOIUrl":"https://doi.org/10.1080/00377317.2023.2232018","url":null,"abstract":"ABSTRACT Within Social Work education, there has been a rising call for decoloniality. Among the areas most frequently targeted for transformation are the privileging of Christian Euro-centric sources of knowledge and means of transmission, Christian Euro-centric relational norms and behaviors, Euro-centric standards of excellence and professionalism. The origin of coloniality is steeped in four pillars, White Supremacy, Patriarchy, Capitalism and Christianity, labeled as the Colonial Matrix of Power (CMP). Bolstered by the promises that the principles comprising modernity (development, progress, rationality) are good for all, those managing and controlling the CMP define what are considered legitimate forms of knowledge (epistemology) and status of being (ontology). This paper offers a perspective on how the transformation of social work education is contingent upon the development of critical consciousness, legitimization of indigenous knowledge and cosmologies, critical realism, epistemic disobedience, and the primacy of connection and relationship among all entities. Through re-developing these skills and practices, social work education can take a verdant role in the decoloniality of professional education.","PeriodicalId":45273,"journal":{"name":"SMITH COLLEGE STUDIES IN SOCIAL WORK","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45579934","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}
Pub Date : 2023-06-18DOI: 10.1080/00377317.2023.2221353
K. Asakura, Ruxandra M. Gheorghe, Sarah Tarshis, Katherine Occhiuto
ABSTRACT Focused primarily on addressing racial and social injustices through theoretical and critical analysis, critical social work is a well-established paradigm in Canadian social work education. This pilot study explored how clinical social workers might translate critical social work principles into clinical practice. We used simulation-based research methods to observe social workers’ engagement with a Simulated Client (SC; i.e. trained actor). Social workers with at least a Master’s degree (n = 8) were recruited from across Canada to conduct a session with the SC via Zoom followed by a post-session interview to reflect on the session. Data were analyzed inductively, using coding methods from Grounded Theory. The following categories emerged as concrete practice skills informed by critical social work: (1) create and hold a space of safety, (2) take an unassuming position while holding theoretical assumptions, (3) peel off the layers of the presenting problems, and (4) take a non-neutral therapeutic stance. Implications for clinical social work practice and further research are discussed.
{"title":"Translating Critical Social Work into Clinical Practice: A Pilot Simulation-Based Study from Canada","authors":"K. Asakura, Ruxandra M. Gheorghe, Sarah Tarshis, Katherine Occhiuto","doi":"10.1080/00377317.2023.2221353","DOIUrl":"https://doi.org/10.1080/00377317.2023.2221353","url":null,"abstract":"ABSTRACT Focused primarily on addressing racial and social injustices through theoretical and critical analysis, critical social work is a well-established paradigm in Canadian social work education. This pilot study explored how clinical social workers might translate critical social work principles into clinical practice. We used simulation-based research methods to observe social workers’ engagement with a Simulated Client (SC; i.e. trained actor). Social workers with at least a Master’s degree (n = 8) were recruited from across Canada to conduct a session with the SC via Zoom followed by a post-session interview to reflect on the session. Data were analyzed inductively, using coding methods from Grounded Theory. The following categories emerged as concrete practice skills informed by critical social work: (1) create and hold a space of safety, (2) take an unassuming position while holding theoretical assumptions, (3) peel off the layers of the presenting problems, and (4) take a non-neutral therapeutic stance. Implications for clinical social work practice and further research are discussed.","PeriodicalId":45273,"journal":{"name":"SMITH COLLEGE STUDIES IN SOCIAL WORK","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45941014","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}
Pub Date : 2023-06-16DOI: 10.1080/00377317.2023.2220802
L. McCubbin, M. Town, A. Burns-Glover, E. Butay
ABSTRACT As Indigenous mental health professionals, we need to articulate and differentiate between uncolonizing spaces, and moving toward decolonization and indigenization in the training of mental health professionals. While these terms are frequently used, the processes involved remain to be clearly articulated. Too often practices that are intended to be decolonizing center the settler-colonizer narrative. Representation of Indigenous peoples as active agents in their own healing matters and their knowledge systems must be included in mental health training. Three necessary elements are required to create these spaces: a) centering Indigenous epistemologies in theory, practice, and research; b) co-constructing learning spaces where Indigenous peoples’ lived experiences are heard, validated, and honored and conducted with cultural humility; and c) practicing ceremonies/rituals to create healing and connectedness within these sacred spaces. Finally, we provide a case study of the creation of a Hui (group in Hawaiian) among Indigenous practitioners, scholars, and students demonstrating transformation of pedagogy and praxis for mental health professionals in training (Barnhardt, 1992; Fellner, 2018a; hook, 2013).
{"title":"Creating Spaces for Decolonization and Indigenization Among Mental Health Professionals in Higher Education","authors":"L. McCubbin, M. Town, A. Burns-Glover, E. Butay","doi":"10.1080/00377317.2023.2220802","DOIUrl":"https://doi.org/10.1080/00377317.2023.2220802","url":null,"abstract":"ABSTRACT As Indigenous mental health professionals, we need to articulate and differentiate between uncolonizing spaces, and moving toward decolonization and indigenization in the training of mental health professionals. While these terms are frequently used, the processes involved remain to be clearly articulated. Too often practices that are intended to be decolonizing center the settler-colonizer narrative. Representation of Indigenous peoples as active agents in their own healing matters and their knowledge systems must be included in mental health training. Three necessary elements are required to create these spaces: a) centering Indigenous epistemologies in theory, practice, and research; b) co-constructing learning spaces where Indigenous peoples’ lived experiences are heard, validated, and honored and conducted with cultural humility; and c) practicing ceremonies/rituals to create healing and connectedness within these sacred spaces. Finally, we provide a case study of the creation of a Hui (group in Hawaiian) among Indigenous practitioners, scholars, and students demonstrating transformation of pedagogy and praxis for mental health professionals in training (Barnhardt, 1992; Fellner, 2018a; hook, 2013).","PeriodicalId":45273,"journal":{"name":"SMITH COLLEGE STUDIES IN SOCIAL WORK","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42436923","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}
Pub Date : 2023-06-16DOI: 10.1080/00377317.2023.2222171
Tosin Tunrayo Olonisakin, A. Adedeji, E. Idemudia
{"title":"Examining Psychological Outcomes of Social Inequality for Black South Africans","authors":"Tosin Tunrayo Olonisakin, A. Adedeji, E. Idemudia","doi":"10.1080/00377317.2023.2222171","DOIUrl":"https://doi.org/10.1080/00377317.2023.2222171","url":null,"abstract":"","PeriodicalId":45273,"journal":{"name":"SMITH COLLEGE STUDIES IN SOCIAL WORK","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44138805","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}
Pub Date : 2023-06-10DOI: 10.1080/00377317.2023.2216275
Dana Spett
{"title":"Towards Ethical and Competent Equine-Assisted Social Work: A Qualitative Study","authors":"Dana Spett","doi":"10.1080/00377317.2023.2216275","DOIUrl":"https://doi.org/10.1080/00377317.2023.2216275","url":null,"abstract":"","PeriodicalId":45273,"journal":{"name":"SMITH COLLEGE STUDIES IN SOCIAL WORK","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48159763","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}
Pub Date : 2023-05-25DOI: 10.1080/00377317.2023.2214622
Gadi Rozenberg, David Potik
{"title":"Clinical Considerations in Facilitating Closed and Open Group Treatment for Persons with Histories of Perpetrating Sexual Offenses","authors":"Gadi Rozenberg, David Potik","doi":"10.1080/00377317.2023.2214622","DOIUrl":"https://doi.org/10.1080/00377317.2023.2214622","url":null,"abstract":"","PeriodicalId":45273,"journal":{"name":"SMITH COLLEGE STUDIES IN SOCIAL WORK","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46390753","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}