In the Summer/Fall 2023 issue of Advances in Social Work, we are pleased to present 14 original articles and recognize our 2023 reviewers. The articles, related to learning to improve in anti-racism, health care, practice, and education, are written by 48 authors from 25 universities and organizations originating from across the U.S. and Finland. We offer five empirical studies and nine conceptual/advocacy pieces for readers to explore new learning in social work practice, policy, and education. We also recognize and thank our 2023 reviewers. The 122 reviewers, representing 87 universities and organizations from 31 states and 7 countries, completed 142 reviews of 74 submissions.
在《社会工作进展》（Advances in Social Work）2023 年夏季/秋季刊中，我们很高兴地介绍 14 篇原创文章，并表彰 2023 年的审稿人。这些文章涉及学习改进反种族主义、医疗保健、实践和教育，由来自美国和芬兰的 25 所大学和组织的 48 位作者撰写。我们提供了五篇实证研究和九篇概念/倡导文章，供读者在社会工作实践、政策和教育中探索新的学习方法。我们还对 2023 位审稿人表示认可和感谢。122位审稿人代表了来自31个州和7个国家的87所大学和组织，完成了对74篇文章的142次审稿。
{"title":"Fall/Spring 2023 Editorial","authors":"Carol Hostetter, Valerie D. Decker","doi":"10.18060/28025","DOIUrl":"https://doi.org/10.18060/28025","url":null,"abstract":"In the Summer/Fall 2023 issue of Advances in Social Work, we are pleased to present 14 original articles and recognize our 2023 reviewers. The articles, related to learning to improve in anti-racism, health care, practice, and education, are written by 48 authors from 25 universities and organizations originating from across the U.S. and Finland. We offer five empirical studies and nine conceptual/advocacy pieces for readers to explore new learning in social work practice, policy, and education. We also recognize and thank our 2023 reviewers. The 122 reviewers, representing 87 universities and organizations from 31 states and 7 countries, completed 142 reviews of 74 submissions.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":"45 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140484029","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}
Thoughts, emotions, and behaviors are linked fundamentally to the environments one inhabits. The person-in-environment perspective effectively captures these three aspects of the human experience and serves as a central fixture within social work research and practice. Many social workers use this perspective to guide every facet of the work they undertake, from case conceptualization to ethics of human subject research. At the same time, recent advancements in human neuroscience research and neuroimaging technologies have inspired social workers to embrace how the nervous system is integrally interconnected with one’s environments. In turn, human neuroscience has catalyzed more biologically-informed practice and research in the field of social work, centered on elucidating social and psychological developmental domains within systems. The popularity of the person-in-environment perspective and the integration of human neuroscience in the field of social work has created a nexus that heretofore has not been adequately integrated into the literature. The present paper addresses this gap with a novel theory known as neurosocial interdependence, which integrates insights from human neuroscience into the framework of the person-in-environment perspective. This paper also bolsters the development of the theory of neurosocial interdependence by introducing a novel testing instrument and measurement scale, exploring how these tools might be used to implement the theory of neurosocial interdependence within social work research and clinical settings.
{"title":"Introducing the Theory of Neurosocial Interdependence","authors":"Zachary P. Pierce, Jessica M. Black","doi":"10.18060/26331","DOIUrl":"https://doi.org/10.18060/26331","url":null,"abstract":"Thoughts, emotions, and behaviors are linked fundamentally to the environments one inhabits. The person-in-environment perspective effectively captures these three aspects of the human experience and serves as a central fixture within social work research and practice. Many social workers use this perspective to guide every facet of the work they undertake, from case conceptualization to ethics of human subject research. At the same time, recent advancements in human neuroscience research and neuroimaging technologies have inspired social workers to embrace how the nervous system is integrally interconnected with one’s environments. In turn, human neuroscience has catalyzed more biologically-informed practice and research in the field of social work, centered on elucidating social and psychological developmental domains within systems. The popularity of the person-in-environment perspective and the integration of human neuroscience in the field of social work has created a nexus that heretofore has not been adequately integrated into the literature. The present paper addresses this gap with a novel theory known as neurosocial interdependence, which integrates insights from human neuroscience into the framework of the person-in-environment perspective. This paper also bolsters the development of the theory of neurosocial interdependence by introducing a novel testing instrument and measurement scale, exploring how these tools might be used to implement the theory of neurosocial interdependence within social work research and clinical settings.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140482619","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}
This study sought to explore the skills white social work students need to develop in order to cultivate an embodied anti-racist practice. Forty-one social work students (approximately half white and half students of color) at a public university participated in semi-structured focus groups to discuss their experiences with anti-racist education and practice in their social work education. A predominant theme observed from these focus groups was the difficulty that white social work students have developing trust and relationships. Findings revealed that these students need guidance on how to build trust and develop relationships before they can engage in learning other anti-racist practice skills. The authors propose offering a future course that will help white social work students to develop these skills through pilot-testing a few embodied anti-racist competencies related to trust and relationship-building. These skills can contribute to the broader Social Work Grand Challenge to eliminate racism as well as the NASW Code of Ethics ethical principle of strengthening relationships as a vehicle for change.
本研究旨在探讨白人社会工作专业学生需要发展哪些技能，以培养体现反种族主义的实践。一所公立大学的 41 名社会工作专业学生（白人和有色人种学生各占一半）参加了半结构化焦点小组，讨论他们在社会工作教育中接受反种族主义教育和实践的经历。从这些焦点小组中观察到的一个主要议题是，白人社工学生在发展信任和关系方面遇到了困难。研究结果显示，这些学生在学习其他反种族主义实践技能之前，需要在如何建立信任和发展关系方面得到指导。作者建议今后开设一门课程，通过试点测试与信任和建立关系相关的一些体现反种族主义的能力，帮助白人社会工作学生发展这些技能。这些技能可以为更广泛的 "社会工作大挑战"（Grand Challenge）做出贡献，以消除种族主义，并为 "全美社会工作伦理守则"（NASW Code of Ethics）的道德原则做出贡献，即加强关系作为变革的载体。
{"title":"Back to the (not so) Basics of Anti-Racist Education and Practice","authors":"Justin E Lerner, Angie Kim","doi":"10.18060/26576","DOIUrl":"https://doi.org/10.18060/26576","url":null,"abstract":"This study sought to explore the skills white social work students need to develop in order to cultivate an embodied anti-racist practice. Forty-one social work students (approximately half white and half students of color) at a public university participated in semi-structured focus groups to discuss their experiences with anti-racist education and practice in their social work education. A predominant theme observed from these focus groups was the difficulty that white social work students have developing trust and relationships. Findings revealed that these students need guidance on how to build trust and develop relationships before they can engage in learning other anti-racist practice skills. The authors propose offering a future course that will help white social work students to develop these skills through pilot-testing a few embodied anti-racist competencies related to trust and relationship-building. These skills can contribute to the broader Social Work Grand Challenge to eliminate racism as well as the NASW Code of Ethics ethical principle of strengthening relationships as a vehicle for change.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":"132 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140483771","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}
Premela Deck, Sarah Eisensmith, Brittany Skinner, Jacqueline Cafaro
The burgeoning field of forensic social work supports clients engaged in the legal system. Forensic social work professionals working in family court will often be called upon to assess family dynamics, provide treatment to reduce maladaptation post-divorce, and advise divorcing parents as they navigate the complexities of court. Of particular interest to the forensic social work field are the various risks and protective factors that escalate or mitigate interparental conflict throughout the divorce process. Interparental conflict is a primary moderator accounting for psychological and physiological differences between children of divorced parents and children with intact parents. This systematic review examined the factors that contribute to conflict in divorcing parents and ways to identify high-conflict cases,. Peer-reviewed articles (n=11) were systematically selected using rigorous methods, including PRISMA-P protocols for systematic reviews and database searches using the search string “conflict AND divorce*.” Articles were extracted to identify themes of varying levels of conflict. There is no consistent definition of high conflict in pre-divorce parents, and recent articles offer new conceptualizations of this construct. All studies that met inclusion criteria for the review identified at least one of five themes of pre-divorce conflict: conflict resolution/communication, social network, parent characteristics, satisfaction with agreements, and pervasive mistrust.
{"title":"Identifying Indicators of High-Conflict Divorce Among Parents","authors":"Premela Deck, Sarah Eisensmith, Brittany Skinner, Jacqueline Cafaro","doi":"10.18060/26384","DOIUrl":"https://doi.org/10.18060/26384","url":null,"abstract":"The burgeoning field of forensic social work supports clients engaged in the legal system. Forensic social work professionals working in family court will often be called upon to assess family dynamics, provide treatment to reduce maladaptation post-divorce, and advise divorcing parents as they navigate the complexities of court. Of particular interest to the forensic social work field are the various risks and protective factors that escalate or mitigate interparental conflict throughout the divorce process. Interparental conflict is a primary moderator accounting for psychological and physiological differences between children of divorced parents and children with intact parents. This systematic review examined the factors that contribute to conflict in divorcing parents and ways to identify high-conflict cases,. Peer-reviewed articles (n=11) were systematically selected using rigorous methods, including PRISMA-P protocols for systematic reviews and database searches using the search string “conflict AND divorce*.” Articles were extracted to identify themes of varying levels of conflict. There is no consistent definition of high conflict in pre-divorce parents, and recent articles offer new conceptualizations of this construct. All studies that met inclusion criteria for the review identified at least one of five themes of pre-divorce conflict: conflict resolution/communication, social network, parent characteristics, satisfaction with agreements, and pervasive mistrust.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":"88 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140485547","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}
Although many White social workers engage in ongoing anti-racist actions, they may still be complicit in perpetuating and reinforcing racism and White Supremacy Culture. Black, Indigenous, and People of Color (BIPOC) social workers, activists, and scholars have described the numerous ways in which the harmful impacts of White Supremacy Culture appear in the well-intentioned efforts of White people who seek to be anti-racist. White social workers are thus responsible for engaging in intentional ongoing practices to identify, interrupt, and shift their interpersonal oppressive uses of power in their practice. The RE/UN/DIScover heuristic is an iterative, embodied set of three practices for working with one’s experiences of shame and internalized dominance, habitual not-seeing, and in-the-moment activations. Literature theorizing White Supremacy ideology and culture frames the description of the RE/UN/DIScover heuristic. This paper describes several heuristic applications, including prompts for engaging in REcover, UNcover and DIScover practices and two composite examples. These applications illustrate how to use the heuristic practices with dual awareness of self and one’s social work practice in the moment and over time. White social workers are encouraged to learn and use the RE/UN/DIScover heuristic practices to guide their efforts to more fully live into their anti-racist commitments in moments of not-seeing and moments of activation.
{"title":"For White Social Workers: RE/UN/DIScover Heuristic for Dual Awareness in Ongoing Anti-Racist Practice","authors":"Elizabeth Keenan","doi":"10.18060/26382","DOIUrl":"https://doi.org/10.18060/26382","url":null,"abstract":"Although many White social workers engage in ongoing anti-racist actions, they may still be complicit in perpetuating and reinforcing racism and White Supremacy Culture. Black, Indigenous, and People of Color (BIPOC) social workers, activists, and scholars have described the numerous ways in which the harmful impacts of White Supremacy Culture appear in the well-intentioned efforts of White people who seek to be anti-racist. White social workers are thus responsible for engaging in intentional ongoing practices to identify, interrupt, and shift their interpersonal oppressive uses of power in their practice. The RE/UN/DIScover heuristic is an iterative, embodied set of three practices for working with one’s experiences of shame and internalized dominance, habitual not-seeing, and in-the-moment activations. Literature theorizing White Supremacy ideology and culture frames the description of the RE/UN/DIScover heuristic. This paper describes several heuristic applications, including prompts for engaging in REcover, UNcover and DIScover practices and two composite examples. These applications illustrate how to use the heuristic practices with dual awareness of self and one’s social work practice in the moment and over time. White social workers are encouraged to learn and use the RE/UN/DIScover heuristic practices to guide their efforts to more fully live into their anti-racist commitments in moments of not-seeing and moments of activation.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":"357 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140480902","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}
Christopher Simmons, Amy Fisher, Roxann McNeish, K. Greene, Melissa Thompson, Jerome T. Galea
Student-run free clinics (SRFC) offer students the opportunity to learn and work with students from other disciplines; however, there is very little research on the benefits of SRFC to social work students. The purpose of this article is to describe the qualitative student outcomes of a service learning (SL) and interprofessional education (IPE) experience in a SRFC designed to enhance the interprofessional competencies of BSW social work students. Students (n=38) enrolled in a service-learning course and participated in a semester-long SL and IPE experience at a university-affiliated interdisciplinary SRFC. Qualitative findings from student reflections indicated that students perceived that the overall experience facilitated the development of written and verbal communication skills, confidence, and professional identity. The research suggests that SL and IPE were beneficial to student development. We, therefore, recommend that other programs consider exposing BSW students to these experiences early in their program to enhance their educational experience.
{"title":"Enhancing Competency-Based Social Work Skills Through Service Learning and Interprofessional Education in a Student-Run Free Healthcare Clinic","authors":"Christopher Simmons, Amy Fisher, Roxann McNeish, K. Greene, Melissa Thompson, Jerome T. Galea","doi":"10.18060/26621","DOIUrl":"https://doi.org/10.18060/26621","url":null,"abstract":"Student-run free clinics (SRFC) offer students the opportunity to learn and work with students from other disciplines; however, there is very little research on the benefits of SRFC to social work students. The purpose of this article is to describe the qualitative student outcomes of a service learning (SL) and interprofessional education (IPE) experience in a SRFC designed to enhance the interprofessional competencies of BSW social work students. Students (n=38) enrolled in a service-learning course and participated in a semester-long SL and IPE experience at a university-affiliated interdisciplinary SRFC. Qualitative findings from student reflections indicated that students perceived that the overall experience facilitated the development of written and verbal communication skills, confidence, and professional identity. The research suggests that SL and IPE were beneficial to student development. We, therefore, recommend that other programs consider exposing BSW students to these experiences early in their program to enhance their educational experience.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":"58 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140483506","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}
S. Pattanaik, April M. Schueths, Raymona H. Lawrence, Bettye A Apenteng, Georgia Dounis
Oral health is essential to overall health; however, structural obstacles influence older rural residents' oral health outcomes, especially those from disadvantaged backgrounds in the South. Poor oral health is typically attributed to individual choices, shifting the focus from the inconspicuous community influences, making it more difficult for older rural people to obtain oral healthcare. This qualitative study explores how older adults in rural Georgia understand the community's role in shaping their oral health. Twenty-two older adults were interviewed from five rural communities in southeast Georgia. Participants defined their community in geographic terms. Community barriers and self-reliance emerged as themes of how living in a rural community affects oral health. The concepts of community and one's oral health were perceived as distinct. Participants did not see how where they lived could matter to their oral health, even when they identified critical community barriers to oral health. In collaboration with rural healthcare systems, social workers can support healthy self-reliance, moving beyond a health individualism lens, by helping bolster older adults' social supports, an essential function of social relationships that positively influences a sense of community. Additionally, social workers can advocate for equitable policies to create opportunities for rural communities to support and maintain oral health.
{"title":"Does Where We Live Matter To Oral Health?","authors":"S. Pattanaik, April M. Schueths, Raymona H. Lawrence, Bettye A Apenteng, Georgia Dounis","doi":"10.18060/26118","DOIUrl":"https://doi.org/10.18060/26118","url":null,"abstract":"Oral health is essential to overall health; however, structural obstacles influence older rural residents' oral health outcomes, especially those from disadvantaged backgrounds in the South. Poor oral health is typically attributed to individual choices, shifting the focus from the inconspicuous community influences, making it more difficult for older rural people to obtain oral healthcare. This qualitative study explores how older adults in rural Georgia understand the community's role in shaping their oral health. Twenty-two older adults were interviewed from five rural communities in southeast Georgia. Participants defined their community in geographic terms. Community barriers and self-reliance emerged as themes of how living in a rural community affects oral health. The concepts of community and one's oral health were perceived as distinct. Participants did not see how where they lived could matter to their oral health, even when they identified critical community barriers to oral health. In collaboration with rural healthcare systems, social workers can support healthy self-reliance, moving beyond a health individualism lens, by helping bolster older adults' social supports, an essential function of social relationships that positively influences a sense of community. Additionally, social workers can advocate for equitable policies to create opportunities for rural communities to support and maintain oral health.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":"378 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140480003","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}
Social work is one of the fastest growing professions in the nation with an expected job growth of 9% by the end of the decade and more than 62,888 Masters of Social Work (MSW) students in the United States in 2021 (BLS, 2022; CSWE, 2023). The receipt of a graduate social work degree represents an important milestone, often accompanied by entry into professional practice. While much is written about formal social work education, scholarly literature has far fewer articles about the work life of social workers after graduation. This article presents social work career progression from a developmental perspective, an approach that has historically been used to examine the life course of clients. Typical tasks or “milestones” in early, middle, and later stages of clinical or direct practice careers are discussed. Adapting life course theory to examine the professional evolution of social workers is beneficial as it helps illuminate the typical stressors facing practitioners after completing their formal education. Understanding potential career opportunities and issues may help those entering social work to better socialize into the profession and transition from one stage to the next by anticipating what lies ahead. Using a developmental perspective to professionalization is also appropriate as, like in the life course, opportunities for growth should be ongoing and lifelong. Early, middle, and later career opportunities and challenges are identified within the three pillars of social work – regulation, education, and practice. Policy reforms to enhance social work licensure portability, life-long learning in the form of continuing education, and self-care practices will assist social workers to thrive in all career stages.
{"title":"Post-Master’s Career Progression of Social Workers","authors":"Dawn Apgar, Katherine Dolan","doi":"10.18060/27233","DOIUrl":"https://doi.org/10.18060/27233","url":null,"abstract":"Social work is one of the fastest growing professions in the nation with an expected job growth of 9% by the end of the decade and more than 62,888 Masters of Social Work (MSW) students in the United States in 2021 (BLS, 2022; CSWE, 2023). The receipt of a graduate social work degree represents an important milestone, often accompanied by entry into professional practice. While much is written about formal social work education, scholarly literature has far fewer articles about the work life of social workers after graduation. This article presents social work career progression from a developmental perspective, an approach that has historically been used to examine the life course of clients. Typical tasks or “milestones” in early, middle, and later stages of clinical or direct practice careers are discussed. Adapting life course theory to examine the professional evolution of social workers is beneficial as it helps illuminate the typical stressors facing practitioners after completing their formal education. Understanding potential career opportunities and issues may help those entering social work to better socialize into the profession and transition from one stage to the next by anticipating what lies ahead. Using a developmental perspective to professionalization is also appropriate as, like in the life course, opportunities for growth should be ongoing and lifelong. Early, middle, and later career opportunities and challenges are identified within the three pillars of social work – regulation, education, and practice. Policy reforms to enhance social work licensure portability, life-long learning in the form of continuing education, and self-care practices will assist social workers to thrive in all career stages.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":"79 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140482477","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}
Studies have suggested that faculty in higher education lack the preparation, training, tools, and collaboration to be effective anti-racist educators. This conceptual paper presents a new framework for social work faculty to consider as they evolve their anti-racist pedagogy. The history of the priorities and professionalization of social work is explored along with the origins and theoretical influences of social work education and accreditation, the inequitable system and structure of higher education, and the racial identity, lived experience, and education of individual educators. The proposed conceptual framework centers on practical strategies for increasing faculty capacity, building faculty reflexivity, and scaffolding faculty ability for social work anti-racist pedagogy. Strategies for increasing faculty capacity include professional development and training, places to process, and policy and support. Strategies for building faculty reflexivity focus on applying racial consciousness, assessing values, and adopting humility. Strategies for anti-racist pedagogy skills include building intentional class culture, braving collaborative learning, and banking on resistance. This paper concludes with discussions about anti-racist capacity-building for social work educators and broader implications for social work education in the United States.
{"title":"Conceptualizing Anti-Racist Social Work Pedagogy","authors":"Allison Buzard","doi":"10.18060/27152","DOIUrl":"https://doi.org/10.18060/27152","url":null,"abstract":"Studies have suggested that faculty in higher education lack the preparation, training, tools, and collaboration to be effective anti-racist educators. This conceptual paper presents a new framework for social work faculty to consider as they evolve their anti-racist pedagogy. The history of the priorities and professionalization of social work is explored along with the origins and theoretical influences of social work education and accreditation, the inequitable system and structure of higher education, and the racial identity, lived experience, and education of individual educators. The proposed conceptual framework centers on practical strategies for increasing faculty capacity, building faculty reflexivity, and scaffolding faculty ability for social work anti-racist pedagogy. Strategies for increasing faculty capacity include professional development and training, places to process, and policy and support. Strategies for building faculty reflexivity focus on applying racial consciousness, assessing values, and adopting humility. Strategies for anti-racist pedagogy skills include building intentional class culture, braving collaborative learning, and banking on resistance. This paper concludes with discussions about anti-racist capacity-building for social work educators and broader implications for social work education in the United States.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":"54 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140480379","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}
Tonya D. Bibbs, Samantha N. Wolfe-Taylor, Nicole Alston, Mackenzie L. Barron, Lillian Beaudoin, Samuel Bradley, A. Glennon, Julie Munoz-Najar, Laura Nissen, Juan A. Rios, H. Szlyk, Anjanette A Wells, Jaehee Yi, Jimmy A. Young
Technological innovation has long been seen as a hallmark of progress in the modern world. While these advances may facilitate advantages to individual and social well-being, they have the potential for creating new areas of risk and expanding on those that already exist. In addition, a global pandemic has reshaped how we interact with one another, as more people connect online. Social work’s ongoing relationship with technology necessitates that we evaluate and re-envision how tech ethics create, shape, and transform social work practice. This paper has three goals. First, we argue that technologies have long been a hidden driver of social work practice and provide an initial mapping of their current influence. Second, we introduce the Ethical OS as a tool for conceptualizing ethical issues that may arise in social work practice, education, and policy. We ask if this tool could promote seeing around corners regarding how developing technologies might be advantageous or disadvantageous for reference or consumer groups. For example, how do they reify historical injustices such as structural racism and how do they offer remediation? Third, we discuss the importance of building coherent, social work tech habits of mind, in practice now and for the future
{"title":"Constructing the Future of Social Work Tech Habits of Mind With the Ethical OS","authors":"Tonya D. Bibbs, Samantha N. Wolfe-Taylor, Nicole Alston, Mackenzie L. Barron, Lillian Beaudoin, Samuel Bradley, A. Glennon, Julie Munoz-Najar, Laura Nissen, Juan A. Rios, H. Szlyk, Anjanette A Wells, Jaehee Yi, Jimmy A. Young","doi":"10.18060/24978","DOIUrl":"https://doi.org/10.18060/24978","url":null,"abstract":"Technological innovation has long been seen as a hallmark of progress in the modern world. While these advances may facilitate advantages to individual and social well-being, they have the potential for creating new areas of risk and expanding on those that already exist. In addition, a global pandemic has reshaped how we interact with one another, as more people connect online. Social work’s ongoing relationship with technology necessitates that we evaluate and re-envision how tech ethics create, shape, and transform social work practice. This paper has three goals. First, we argue that technologies have long been a hidden driver of social work practice and provide an initial mapping of their current influence. Second, we introduce the Ethical OS as a tool for conceptualizing ethical issues that may arise in social work practice, education, and policy. We ask if this tool could promote seeing around corners regarding how developing technologies might be advantageous or disadvantageous for reference or consumer groups. For example, how do they reify historical injustices such as structural racism and how do they offer remediation? Third, we discuss the importance of building coherent, social work tech habits of mind, in practice now and for the future","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42114032","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}
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