Pub Date : 2022-05-04DOI: 10.1080/15313204.2022.2070890
Lisa Werkmeister Rozas
ABSTRACT Typical pedagogical practices center Whiteness, particularly when teaching about racism and racial justice. This article offers a framework that de-centers the White frame using: coloniality of power, critical realism, critical consciousness. The coloniality of power analyzes the order of social relations and embedded hegemonic structures in the US. Critical realism posits a multi-layered construct of reality encompassing subjugated experiences, illustrating how dominant groups can share these experiences. Critical consciousness explains the need for all individuals to identify mechanisms of oppression that maintain, perpetuate, and sustain the exclusion and subjugation of BIPOC. Together, these three concepts create a foundation highlighting accountability and agency.
{"title":"Coloniality of power, critical realism and critical consciousness: the three “C” framework","authors":"Lisa Werkmeister Rozas","doi":"10.1080/15313204.2022.2070890","DOIUrl":"https://doi.org/10.1080/15313204.2022.2070890","url":null,"abstract":"ABSTRACT Typical pedagogical practices center Whiteness, particularly when teaching about racism and racial justice. This article offers a framework that de-centers the White frame using: coloniality of power, critical realism, critical consciousness. The coloniality of power analyzes the order of social relations and embedded hegemonic structures in the US. Critical realism posits a multi-layered construct of reality encompassing subjugated experiences, illustrating how dominant groups can share these experiences. Critical consciousness explains the need for all individuals to identify mechanisms of oppression that maintain, perpetuate, and sustain the exclusion and subjugation of BIPOC. Together, these three concepts create a foundation highlighting accountability and agency.","PeriodicalId":45824,"journal":{"name":"Journal of Ethnic & Cultural Diversity in Social Work","volume":"31 1","pages":"162 - 172"},"PeriodicalIF":1.6,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48496023","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 : 2022-05-02DOI: 10.1080/15313204.2022.2070891
Kristen Brock-Petroshius, Dominique Mikell, D. M. Washington, K. James
ABSTRACT How can social work live up to the 13th Grand Challenge of Eliminating Racism? In this article we argue for the replacement of the predominant social justice paradigm with a framework for anti-racist social work praxis informed by abolitionist principles. The primary aim of anti-racist social work praxis needs to be the building of power in Black, Indigenous, or Brown and poor communities. We define additional praxis principles, including engaging with critical theories, advancing macro-approaches, targeting racism at the source, and developing interventions to eliminate and address the effects of racism. We end by sharing concrete anti-racist praxis tools.
{"title":"From social justice to abolition: living up to social work’s grand challenge of eliminating racism","authors":"Kristen Brock-Petroshius, Dominique Mikell, D. M. Washington, K. James","doi":"10.1080/15313204.2022.2070891","DOIUrl":"https://doi.org/10.1080/15313204.2022.2070891","url":null,"abstract":"ABSTRACT How can social work live up to the 13th Grand Challenge of Eliminating Racism? In this article we argue for the replacement of the predominant social justice paradigm with a framework for anti-racist social work praxis informed by abolitionist principles. The primary aim of anti-racist social work praxis needs to be the building of power in Black, Indigenous, or Brown and poor communities. We define additional praxis principles, including engaging with critical theories, advancing macro-approaches, targeting racism at the source, and developing interventions to eliminate and address the effects of racism. We end by sharing concrete anti-racist praxis tools.","PeriodicalId":45824,"journal":{"name":"Journal of Ethnic & Cultural Diversity in Social Work","volume":"31 1","pages":"225 - 239"},"PeriodicalIF":1.6,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49366255","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 : 2022-05-01DOI: 10.1080/15313204.2022.2070897
Christopher A. Strickland, Caroline N. Sharkey
ABSTRACT This article analyzes and interrogates knowledge-production practices in contemporary social work research and practice through the lens of Michel Foucault’s concept of power-knowledge. As a regime of power, social work produces forms of knowledge that stratify human subjects along the social fabric. As a result, social work practice and research alike can perpetuate binaries of human existence expressive of the Western context which fashioned it. To reconcile a contemporary social work professional logic saturated in white supremacy with a longstanding ethical mandate for social justice, this investigation concludes with practice and pedagogical recommendations informed by an anti-racist theoretical framework.
{"title":"Power knowledge in social work: educating social workers to practice racial justice","authors":"Christopher A. Strickland, Caroline N. Sharkey","doi":"10.1080/15313204.2022.2070897","DOIUrl":"https://doi.org/10.1080/15313204.2022.2070897","url":null,"abstract":"ABSTRACT This article analyzes and interrogates knowledge-production practices in contemporary social work research and practice through the lens of Michel Foucault’s concept of power-knowledge. As a regime of power, social work produces forms of knowledge that stratify human subjects along the social fabric. As a result, social work practice and research alike can perpetuate binaries of human existence expressive of the Western context which fashioned it. To reconcile a contemporary social work professional logic saturated in white supremacy with a longstanding ethical mandate for social justice, this investigation concludes with practice and pedagogical recommendations informed by an anti-racist theoretical framework.","PeriodicalId":45824,"journal":{"name":"Journal of Ethnic & Cultural Diversity in Social Work","volume":"31 1","pages":"240 - 247"},"PeriodicalIF":1.6,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49186337","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 : 2022-05-01DOI: 10.1080/15313204.2022.2070895
Kimberly D. Hudson, Sameena Azhar, R. Rahman, Elizabeth B. Matthews, A. Ross
ABSTRACT In this article, we critically engage the “dual pandemics” framing of this special issue. We first consider the key assumptions of this popular frame, specifically the conceptualization of racism as a pandemic, and examine limitations of medicalizing racism. We follow with an introduction of the term syndemic, coined by public health scholar Merrill Singer, and discuss how the language of syndemics might accurately characterize the synergism and interconnectedness of racism and COVID-19. We conclude by applying syndemic theory to offer insights and opportunities for social work research, practice, and policy from a racial justice lens.
{"title":"Dual pandemics or a syndemic? Racism, COVID-19, and opportunities for antiracist social work","authors":"Kimberly D. Hudson, Sameena Azhar, R. Rahman, Elizabeth B. Matthews, A. Ross","doi":"10.1080/15313204.2022.2070895","DOIUrl":"https://doi.org/10.1080/15313204.2022.2070895","url":null,"abstract":"ABSTRACT In this article, we critically engage the “dual pandemics” framing of this special issue. We first consider the key assumptions of this popular frame, specifically the conceptualization of racism as a pandemic, and examine limitations of medicalizing racism. We follow with an introduction of the term syndemic, coined by public health scholar Merrill Singer, and discuss how the language of syndemics might accurately characterize the synergism and interconnectedness of racism and COVID-19. We conclude by applying syndemic theory to offer insights and opportunities for social work research, practice, and policy from a racial justice lens.","PeriodicalId":45824,"journal":{"name":"Journal of Ethnic & Cultural Diversity in Social Work","volume":"31 1","pages":"198 - 211"},"PeriodicalIF":1.6,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45050074","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 : 2022-03-28DOI: 10.1080/15313204.2022.2057379
Eric Kyere, S. Boddie, Jessica, Euna Lee
ABSTRACT In this article, the authors argue that in the United States, structural racism set the stage that increased persons of color’s vulnerabilities and risks to COVID-19 compared to Whites, while simultaneously killing Blacks through racialized policing. They draw on structural violence as a theoretical framework to ground their argument and add to the discussion on the need for social work to explicitly build structural competency to effectively respond to structural racism. Most importantly, the authors contend that, structural racism entails a network of interdependent institutions and organizations that interact with individuals in a complex way to affect health and well-being. Therefore, eliminating racism needs to move beyond a single institution and organization to interdependent relationships among institutions and the mechanized paths through which their effects are translated at the community and individual levels. In this regard, instead of simplifying the complexities surrounding structural racism, we should embrace them and build knowledge system and tools that are complexity sensitive toward eliminating racism. The authors extend the emerging discussion on a renewed focus for structural competency in social work education and respond to the Grand Challenge to Eliminate Racism by presenting a “structuragram” as a heuristic to assess, analyze, and intervene at the structural level factors that influence the individual and community’s realities. We conclude with a case example and recommendations for structural competency-based practice.
{"title":"Visualizing structural competency: moving beyond cultural competence/ humility toward eliminating racism","authors":"Eric Kyere, S. Boddie, Jessica, Euna Lee","doi":"10.1080/15313204.2022.2057379","DOIUrl":"https://doi.org/10.1080/15313204.2022.2057379","url":null,"abstract":"ABSTRACT In this article, the authors argue that in the United States, structural racism set the stage that increased persons of color’s vulnerabilities and risks to COVID-19 compared to Whites, while simultaneously killing Blacks through racialized policing. They draw on structural violence as a theoretical framework to ground their argument and add to the discussion on the need for social work to explicitly build structural competency to effectively respond to structural racism. Most importantly, the authors contend that, structural racism entails a network of interdependent institutions and organizations that interact with individuals in a complex way to affect health and well-being. Therefore, eliminating racism needs to move beyond a single institution and organization to interdependent relationships among institutions and the mechanized paths through which their effects are translated at the community and individual levels. In this regard, instead of simplifying the complexities surrounding structural racism, we should embrace them and build knowledge system and tools that are complexity sensitive toward eliminating racism. The authors extend the emerging discussion on a renewed focus for structural competency in social work education and respond to the Grand Challenge to Eliminate Racism by presenting a “structuragram” as a heuristic to assess, analyze, and intervene at the structural level factors that influence the individual and community’s realities. We conclude with a case example and recommendations for structural competency-based practice.","PeriodicalId":45824,"journal":{"name":"Journal of Ethnic & Cultural Diversity in Social Work","volume":"31 1","pages":"212 - 224"},"PeriodicalIF":1.6,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43519200","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 : 2022-03-04DOI: 10.1080/15313204.2022.2041520
December Maxwell, Sarah R. Leat
ABSTRACT American Indian/Alaska Native (AI/NA) mothers are at an increased risk for postpartum mental health disorders. One risk factor for developing a disorder is maladaptive beliefs about becoming a mother (BAM). The maternal role transition is measured using scales that often assess the risk of developing postpartum depression (PPD). AI/AN women have had their motherhood historically marginalized through forced sterilizations and the removal of their children. As such, a review of the literature is warranted to evaluate the validity of BAM measures with AI/AN populations. This review included 36 studies and assessed BAM measures for reliability and validity. Only five studies included AI/AN populations. As such, this review indicates BAM measurements have not been used reliably with AI/AN populations. Further research needs to be conducted to understand the culturally specific mothering practices of AI/AN mothers before BAM measures can be used to assess postpartum mental health disorders for this population.
{"title":"A review of the empirical measures on becoming a mother and their relevance to the American Indian/Native Alaskan mother: implications for research and policy","authors":"December Maxwell, Sarah R. Leat","doi":"10.1080/15313204.2022.2041520","DOIUrl":"https://doi.org/10.1080/15313204.2022.2041520","url":null,"abstract":"ABSTRACT American Indian/Alaska Native (AI/NA) mothers are at an increased risk for postpartum mental health disorders. One risk factor for developing a disorder is maladaptive beliefs about becoming a mother (BAM). The maternal role transition is measured using scales that often assess the risk of developing postpartum depression (PPD). AI/AN women have had their motherhood historically marginalized through forced sterilizations and the removal of their children. As such, a review of the literature is warranted to evaluate the validity of BAM measures with AI/AN populations. This review included 36 studies and assessed BAM measures for reliability and validity. Only five studies included AI/AN populations. As such, this review indicates BAM measurements have not been used reliably with AI/AN populations. Further research needs to be conducted to understand the culturally specific mothering practices of AI/AN mothers before BAM measures can be used to assess postpartum mental health disorders for this population.","PeriodicalId":45824,"journal":{"name":"Journal of Ethnic & Cultural Diversity in Social Work","volume":"31 1","pages":"63 - 83"},"PeriodicalIF":1.6,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43922737","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 : 2022-03-01DOI: 10.1080/15313204.2022.2046226
M. Malka, Ephrat Huss
ABSTRACT This paper outlines a rationale and a methodology for an art-based community-visioning model to facilitate visioning of the community's future by young people from marginalized communities. The model presented was implemented among young people from the Mountain Jewish Community in Israel. It was found that the use of personal drawings made it possible to simultaneously identify and communicate personal narratives, and thereby develop a shared community vision. The theoretical and practical implications of the model are discussed, as well as its applied potential for community organization processes with young people from marginalized communities.
{"title":"Drawing our future: using an art-based community-visioning model in community organizing with marginalized ethnic young people from the mountain Jews community in Israel","authors":"M. Malka, Ephrat Huss","doi":"10.1080/15313204.2022.2046226","DOIUrl":"https://doi.org/10.1080/15313204.2022.2046226","url":null,"abstract":"ABSTRACT This paper outlines a rationale and a methodology for an art-based community-visioning model to facilitate visioning of the community's future by young people from marginalized communities. The model presented was implemented among young people from the Mountain Jewish Community in Israel. It was found that the use of personal drawings made it possible to simultaneously identify and communicate personal narratives, and thereby develop a shared community vision. The theoretical and practical implications of the model are discussed, as well as its applied potential for community organization processes with young people from marginalized communities.","PeriodicalId":45824,"journal":{"name":"Journal of Ethnic & Cultural Diversity in Social Work","volume":"32 1","pages":"155 - 169"},"PeriodicalIF":1.6,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42587403","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 : 2022-03-01DOI: 10.1080/15313204.2022.2046228
Preston R. Osborn, Sharvari Karandikar
ABSTRACT Cultural competence in social work practice has been cited as crucial in the pursuit of ethical and professional standards. Still, conceptual, and practical questions remain for defining, imparting, and assessing skills of social work professionals in this key area. Practice-based knowledge has the potential to advance debates regarding the operationalization of culturally conscious approaches and behaviors in professional social work settings. This qualitative study is an effort to assemble valuable lessons and insights of social work professionals across the United States in identifying key aspects of adapting to cultural diversity. Perspectives of integrating experiences into cultural competence beliefs, knowledge and skills were gathered from 10 professional social workers from various backgrounds within different practice levels and settings. In-depth, semi-structured interviews were conducted virtually with participants with interactions recorded and transcribed for data collection. A combination of narrative and thematic analysis techniques was used to identify reoccurring aspects of experiences navigating cultural differences in professional settings. Six distinct themes were identified within three separate domains of 1) conceptualizations, 2) learning experiences, and 3) growth opportunities. Potential application of findings is discussed for use in innovative approaches to education and training along with organizational changes to foster culturally competent practices.
{"title":"Practice-based knowledge perspectives of cultural competence in social work","authors":"Preston R. Osborn, Sharvari Karandikar","doi":"10.1080/15313204.2022.2046228","DOIUrl":"https://doi.org/10.1080/15313204.2022.2046228","url":null,"abstract":"ABSTRACT Cultural competence in social work practice has been cited as crucial in the pursuit of ethical and professional standards. Still, conceptual, and practical questions remain for defining, imparting, and assessing skills of social work professionals in this key area. Practice-based knowledge has the potential to advance debates regarding the operationalization of culturally conscious approaches and behaviors in professional social work settings. This qualitative study is an effort to assemble valuable lessons and insights of social work professionals across the United States in identifying key aspects of adapting to cultural diversity. Perspectives of integrating experiences into cultural competence beliefs, knowledge and skills were gathered from 10 professional social workers from various backgrounds within different practice levels and settings. In-depth, semi-structured interviews were conducted virtually with participants with interactions recorded and transcribed for data collection. A combination of narrative and thematic analysis techniques was used to identify reoccurring aspects of experiences navigating cultural differences in professional settings. Six distinct themes were identified within three separate domains of 1) conceptualizations, 2) learning experiences, and 3) growth opportunities. Potential application of findings is discussed for use in innovative approaches to education and training along with organizational changes to foster culturally competent practices.","PeriodicalId":45824,"journal":{"name":"Journal of Ethnic & Cultural Diversity in Social Work","volume":"4 1","pages":"285 - 297"},"PeriodicalIF":1.6,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84919983","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 : 2022-01-25DOI: 10.1080/15313204.2022.2027314
Andrea A. Joseph-McCatty, J. Sanders, M. Massey, Rebecca J. Hnilica, Richard D. Williams
ABSTRACT The effects of adverse childhood experiences (ACEs) on children are often misinterpreted in schools as misbehavior and can impact students’ academic progress. We explore how the intersection of race and ACEs make students of color hypervisible and more likely to enter the school discipline pathway. Using tenets of critical race theory and the concept of the disciplinary gaze; we found that children of color, experiencing complex trauma, had 1.85 times the odds of receiving a call home (surveilled) for problems at school compared to their White counterparts. Implications for trauma-informed and culturally responsive practices are discussed.
{"title":"Tracking the early stages of the disciplinary gaze among students experiencing childhood adversities","authors":"Andrea A. Joseph-McCatty, J. Sanders, M. Massey, Rebecca J. Hnilica, Richard D. Williams","doi":"10.1080/15313204.2022.2027314","DOIUrl":"https://doi.org/10.1080/15313204.2022.2027314","url":null,"abstract":"ABSTRACT The effects of adverse childhood experiences (ACEs) on children are often misinterpreted in schools as misbehavior and can impact students’ academic progress. We explore how the intersection of race and ACEs make students of color hypervisible and more likely to enter the school discipline pathway. Using tenets of critical race theory and the concept of the disciplinary gaze; we found that children of color, experiencing complex trauma, had 1.85 times the odds of receiving a call home (surveilled) for problems at school compared to their White counterparts. Implications for trauma-informed and culturally responsive practices are discussed.","PeriodicalId":45824,"journal":{"name":"Journal of Ethnic & Cultural Diversity in Social Work","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47878841","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 : 2022-01-24DOI: 10.1080/15313204.2022.2027312
Y. Cho, A. Hai, Yu-Da Jang
ABSTRACT The present study examined how mental distress of older Asian Americans is influenced by various types of life stressors and social capital. Participants who were 60 and older (n = 533) were selected from the 2015 Asian American Quality of Life survey. A high level of mental distress was observed in the sample, particularly in the Korean and Vietnamese groups. Results of multivariate analyses indicated the detrimental effects of health- and immigration-related stressors and the beneficial effects of family and community resources and suggested ways to promote their mental health and well-being.
{"title":"Life stressors, social capital, and mental distress in older Asian Americans","authors":"Y. Cho, A. Hai, Yu-Da Jang","doi":"10.1080/15313204.2022.2027312","DOIUrl":"https://doi.org/10.1080/15313204.2022.2027312","url":null,"abstract":"ABSTRACT The present study examined how mental distress of older Asian Americans is influenced by various types of life stressors and social capital. Participants who were 60 and older (n = 533) were selected from the 2015 Asian American Quality of Life survey. A high level of mental distress was observed in the sample, particularly in the Korean and Vietnamese groups. Results of multivariate analyses indicated the detrimental effects of health- and immigration-related stressors and the beneficial effects of family and community resources and suggested ways to promote their mental health and well-being.","PeriodicalId":45824,"journal":{"name":"Journal of Ethnic & Cultural Diversity in Social Work","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2022-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48204029","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：