Following larger developments within professional education, schools of social work have increasingly adopted technical standards as non-academic criteria for program admission and continuation. This paper examines the emergence of technical standards within schools of social work, articulates the distinction from and overlap with other forms of non-academic admissions and retention criteria, and considers their use in relation to the larger literature on gatekeeping in social work. Drawing on select legal cases, this review paper contemplates possible challenges associated with the implementation of technical standards, including issues related to disability law and due process. We argue that the development and implementation of technical standards in social work education raises complex questions related to inclusion and equity and poses unique challenges and opportunities for a relational and behavioral profession grounded in interpersonal skill development. Despite challenges, development of technical standards in schools of social work is worthwhile and can help manage the delicate and often difficult balance between serving as student-focused educators and professional gatekeepers.
{"title":"Technical Standards in Social Work Education","authors":"R. Schwartz, Laura Curran","doi":"10.18060/25210","DOIUrl":"https://doi.org/10.18060/25210","url":null,"abstract":"Following larger developments within professional education, schools of social work have increasingly adopted technical standards as non-academic criteria for program admission and continuation. This paper examines the emergence of technical standards within schools of social work, articulates the distinction from and overlap with other forms of non-academic admissions and retention criteria, and considers their use in relation to the larger literature on gatekeeping in social work. Drawing on select legal cases, this review paper contemplates possible challenges associated with the implementation of technical standards, including issues related to disability law and due process. We argue that the development and implementation of technical standards in social work education raises complex questions related to inclusion and equity and poses unique challenges and opportunities for a relational and behavioral profession grounded in interpersonal skill development. Despite challenges, development of technical standards in schools of social work is worthwhile and can help manage the delicate and often difficult balance between serving as student-focused educators and professional gatekeepers.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49113471","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}
Field practicum settings often do not have adequate resources, staff, and time to meet the extensive basic training and learning needs of master’s level social work students beginning their first year of field placement. An innovative, empirically-supported motivational interviewing (MI) skills lab was created to provide students with supplemental skills training in preparation for field placement entry. The lab practice of MI strategies allows students to gain familiarity with effective methods for forming helping relationships, developing intervention goals, and understanding and resolving ambivalence about behavioral change. This paper describes the rationale for the experiential learning approach, addresses challenges encountered by students in learning MI skills, and demonstrates its potential effectiveness in addressing the learning needs of incoming social work students. We recommend that the MI lab be considered as a model for helping to prepare new students for agency practice.
{"title":"Training Incoming Social Work Students in Motivational Interviewing Skills","authors":"A. Zweben, Mary E Piepmeier, Kathyrne Leak","doi":"10.18060/25478","DOIUrl":"https://doi.org/10.18060/25478","url":null,"abstract":"Field practicum settings often do not have adequate resources, staff, and time to meet the extensive basic training and learning needs of master’s level social work students beginning their first year of field placement. An innovative, empirically-supported motivational interviewing (MI) skills lab was created to provide students with supplemental skills training in preparation for field placement entry. The lab practice of MI strategies allows students to gain familiarity with effective methods for forming helping relationships, developing intervention goals, and understanding and resolving ambivalence about behavioral change. This paper describes the rationale for the experiential learning approach, addresses challenges encountered by students in learning MI skills, and demonstrates its potential effectiveness in addressing the learning needs of incoming social work students. We recommend that the MI lab be considered as a model for helping to prepare new students for agency practice.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45757725","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}
Advocacy for immigrant families undertaken by social workers, attorneys, and other supporters to protect against deportation, detention, and unfair government policies occurs mostly in immigration and federal courts. Social workers bring unique knowledge and skills that enhance legal teams’ representation of immigrants. This paper provides case illustrations of social work’s contribution in three types of legal actions. One illustration from immigration court demonstrates the social work consultant’s role in cancellation of removal cases when undocumented immigrants have US-citizen children. A second case is a federal class-action lawsuit to end the detention of asylum-seeking families. The third case was a federal lawsuit to dismantle bureaucratic policies and procedures that undermined the legal rights and well-being of unaccompanied children. In each of these actions, social work knowledge influenced lawsuits that can have lasting policy impact. While this paper focuses on social work advocacy in immigration cases, social work extends to many other areas of advocacy in the legal system. Social work consultants must have a clear understanding of what the attorneys are requesting to ensure that they have the requisite knowledge and skill to be optimally effective and to practice ethically within the scope of their expertise. Other implications include maintaining familiarity with contemporary social and behavioral research and providing expertise confidently in written reports and oral testimony in court. When social workers bring their expertise to legal teams in immigration cases, they promote the profession’s expertise and help families facing oppressive policies.
{"title":"Social Work Advocacy in Federal Immigration Courts","authors":"L. Zayas","doi":"10.18060/25294","DOIUrl":"https://doi.org/10.18060/25294","url":null,"abstract":"Advocacy for immigrant families undertaken by social workers, attorneys, and other supporters to protect against deportation, detention, and unfair government policies occurs mostly in immigration and federal courts. Social workers bring unique knowledge and skills that enhance legal teams’ representation of immigrants. This paper provides case illustrations of social work’s contribution in three types of legal actions. One illustration from immigration court demonstrates the social work consultant’s role in cancellation of removal cases when undocumented immigrants have US-citizen children. A second case is a federal class-action lawsuit to end the detention of asylum-seeking families. The third case was a federal lawsuit to dismantle bureaucratic policies and procedures that undermined the legal rights and well-being of unaccompanied children. In each of these actions, social work knowledge influenced lawsuits that can have lasting policy impact. While this paper focuses on social work advocacy in immigration cases, social work extends to many other areas of advocacy in the legal system. Social work consultants must have a clear understanding of what the attorneys are requesting to ensure that they have the requisite knowledge and skill to be optimally effective and to practice ethically within the scope of their expertise. Other implications include maintaining familiarity with contemporary social and behavioral research and providing expertise confidently in written reports and oral testimony in court. When social workers bring their expertise to legal teams in immigration cases, they promote the profession’s expertise and help families facing oppressive policies.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43970979","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}
The U.S. has never fully addressed the legacy of chattel slavery and institutionalized racism. H.R. 40 – Commission to Study and Develop Reparation Proposals/Processes for African Americans Act presents an opportunity to engage in a national discourse on the topic of federal reparations for the injustices of slavery and the present-day impact. The intent of the bill is to establish a commission to examine remedies for slavery and institutionalized discrimination. Enacting this bill is an important step in acknowledging the fundamental injustices of slavery. Social work, as a profession, has yet to acknowledge a position on this important issue. The historical context of reparations and institutionalized discrimination are presented to initiate a dialogue and call to action among social workers. Social workers are in a unique position to play an integral role in addressing the issues challenging passage of H.R. 40. The advocacy expertise of social workers situates them to support reparations as a policy priority that aligns with the cardinal values of the profession. Through capacity-building, the social work profession can dispel the myths and fears associated with reparations and move H.R. 40 forward.
{"title":"Ending Our Silence","authors":"C. McElderry, V. Jones","doi":"10.18060/24414","DOIUrl":"https://doi.org/10.18060/24414","url":null,"abstract":"The U.S. has never fully addressed the legacy of chattel slavery and institutionalized racism. H.R. 40 – Commission to Study and Develop Reparation Proposals/Processes for African Americans Act presents an opportunity to engage in a national discourse on the topic of federal reparations for the injustices of slavery and the present-day impact. The intent of the bill is to establish a commission to examine remedies for slavery and institutionalized discrimination. Enacting this bill is an important step in acknowledging the fundamental injustices of slavery. Social work, as a profession, has yet to acknowledge a position on this important issue. The historical context of reparations and institutionalized discrimination are presented to initiate a dialogue and call to action among social workers. Social workers are in a unique position to play an integral role in addressing the issues challenging passage of H.R. 40. The advocacy expertise of social workers situates them to support reparations as a policy priority that aligns with the cardinal values of the profession. Through capacity-building, the social work profession can dispel the myths and fears associated with reparations and move H.R. 40 forward.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49400274","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}
Stephanie Lechuga-Peña, Felicia M. Mitchell, Charlene Poola, Mónica Gutiérrez, Lizette A. Rivera
Photovoice is a qualitative community-based participatory research (CBPR) method used by researchers and communities to inform policy and advocate for community change. Photovoice was piloted within an established community-based intervention, Your Family, Your Neighborhood (YFYN), within a predominantly Latinx community. YFYN is a dual-generation, evidence-based, manualized curriculum supporting and strengthening bonds between parents and their children while fostering neighborhood social cohesion among families living in low-income communities. The photovoice project was conducted with five families (n=20 participants) in English and Spanish. Participants guided the photovoice process to uncover complex community issues from their direct perspectives to accurately capture the challenges and strengths they encounter in their community. Community challenges identified by participants included the dumping of trash in their neighborhood, inadequate space for their children to play, and heavy traffic that impedes their ability to walk their children to school safely. Participants identified three main community strengths: the local park, the Boys & Girls Club, and personal connections with other YFYN family participants. When participants guide the photovoice process, it helps stakeholders understand and uncover complex issues from community members’ direct perspectives to capture the meaning of the issues accurately. Production of knowledge from the community rooted in their lived experience can help reshape the narrative of Latinx families living in low-income communities and allows for social workers to more adequately respond to their specific needs.
{"title":"Incorporating Photovoice Into a Community-Based Intervention With Latinx Families","authors":"Stephanie Lechuga-Peña, Felicia M. Mitchell, Charlene Poola, Mónica Gutiérrez, Lizette A. Rivera","doi":"10.18060/24385","DOIUrl":"https://doi.org/10.18060/24385","url":null,"abstract":"Photovoice is a qualitative community-based participatory research (CBPR) method used by researchers and communities to inform policy and advocate for community change. Photovoice was piloted within an established community-based intervention, Your Family, Your Neighborhood (YFYN), within a predominantly Latinx community. YFYN is a dual-generation, evidence-based, manualized curriculum supporting and strengthening bonds between parents and their children while fostering neighborhood social cohesion among families living in low-income communities. The photovoice project was conducted with five families (n=20 participants) in English and Spanish. Participants guided the photovoice process to uncover complex community issues from their direct perspectives to accurately capture the challenges and strengths they encounter in their community. Community challenges identified by participants included the dumping of trash in their neighborhood, inadequate space for their children to play, and heavy traffic that impedes their ability to walk their children to school safely. Participants identified three main community strengths: the local park, the Boys & Girls Club, and personal connections with other YFYN family participants. When participants guide the photovoice process, it helps stakeholders understand and uncover complex issues from community members’ direct perspectives to capture the meaning of the issues accurately. Production of knowledge from the community rooted in their lived experience can help reshape the narrative of Latinx families living in low-income communities and allows for social workers to more adequately respond to their specific needs.\u0000 ","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46301673","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}
In the Fall 2021 issue of Advances in Social Work, we are pleased to present 16 full-length papers written by 30 authors from different regions of the U.S. including Puerto Rico as well as from Ghana. An underlying theme of many of these contributions is the opportunity brought about through various struggles: patriarchal systems leading to innovative women entrepreneurs, social distancing measures spawning new ways of learning virtually and new ways of practicing social work, and mental health challenges exposed among elite athletes leading to new frontiers of practice. The variety of social work contributions to wellness, advocacy, and social justice seem to be ever-expanding. Interestingly, despite the trend toward multiple-authored papers over time, 7 of the papers in this issue are solo-authored--perhaps an artifact of the pandemic. Each paper is introduced briefly below, followed by our annual recognition of reviewers for Advances in Social Work.
{"title":"Fall 2021","authors":"Margaret E. Adamek","doi":"10.18060/26130","DOIUrl":"https://doi.org/10.18060/26130","url":null,"abstract":"In the Fall 2021 issue of Advances in Social Work, we are pleased to present 16 full-length papers written by 30 authors from different regions of the U.S. including Puerto Rico as well as from Ghana. An underlying theme of many of these contributions is the opportunity brought about through various struggles: patriarchal systems leading to innovative women entrepreneurs, social distancing measures spawning new ways of learning virtually and new ways of practicing social work, and mental health challenges exposed among elite athletes leading to new frontiers of practice. The variety of social work contributions to wellness, advocacy, and social justice seem to be ever-expanding.\u0000Interestingly, despite the trend toward multiple-authored papers over time, 7 of the papers in this issue are solo-authored--perhaps an artifact of the pandemic. Each paper is introduced briefly below, followed by our annual recognition of reviewers for Advances in Social Work.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44042528","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}
Child trauma screening practices have advanced considerably as child-serving systems have increasingly incorporated early identification and intervention into trauma-informed models of care. While research points to the necessity of screening practices that attend to a child’s developmental capacities, cultural background, relational strengths, contextual details surrounding the traumatic experience, and complex trauma considerations, many of these features remain absent in common brief screening measures used in practice. Pictorial screening measures may offer an innovative opportunity to address attentional concerns and developmental capacities of young and complexly traumatized children, yet are understudied in this area. The purpose of this paper is threefold: 1) highlight areas for expansion within current brief trauma screening models, 2) propose an evidence-informed framework for a pictorial complex trauma screening tool for children, and 3) offer implementation considerations for piloting the proposed screening tool. Piloting and implementation considerations address the importance of cognitive interviewing, cultural sensitivity, development of a companion response and referral protocol, and embedding principles of trauma-informed care in the training and implementation process.
{"title":"Advancing Child Trauma Screening Practices","authors":"Kylie E. Evans, Jennifer A. King, Megan R. Holmes","doi":"10.18060/24428","DOIUrl":"https://doi.org/10.18060/24428","url":null,"abstract":"Child trauma screening practices have advanced considerably as child-serving systems have increasingly incorporated early identification and intervention into trauma-informed models of care. While research points to the necessity of screening practices that attend to a child’s developmental capacities, cultural background, relational strengths, contextual details surrounding the traumatic experience, and complex trauma considerations, many of these features remain absent in common brief screening measures used in practice. Pictorial screening measures may offer an innovative opportunity to address attentional concerns and developmental capacities of young and complexly traumatized children, yet are understudied in this area. The purpose of this paper is threefold: 1) highlight areas for expansion within current brief trauma screening models, 2) propose an evidence-informed framework for a pictorial complex trauma screening tool for children, and 3) offer implementation considerations for piloting the proposed screening tool. Piloting and implementation considerations address the importance of cognitive interviewing, cultural sensitivity, development of a companion response and referral protocol, and embedding principles of trauma-informed care in the training and implementation process.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41747299","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 article presents the development of the Kennedy Model of Sustainability (Kennedy Model), a research-based model of sustainability, and its subsequent application to interprofessional practice and education (IPE) initiatives. The national mixed methods, multiple case study of Geriatric Education Centers that led to the development of the model and resulting four core components of sustainability and related strategies is described. The model is discussed in the context of implementation science and the know-do gap and applied to an IPE initiative and center. Finally, implications for further research are presented including opportunities to incorporate the model as a valuable tool in implementation science. Application of the Kennedy Model to IPE initiatives has provided opportunities for model testing, supporting the model’s core components, and providing additional strategies to foster sustainability of IPE initiatives.
{"title":"Avoiding One and Done","authors":"T. Kennedy","doi":"10.18060/25335","DOIUrl":"https://doi.org/10.18060/25335","url":null,"abstract":"This article presents the development of the Kennedy Model of Sustainability (Kennedy Model), a research-based model of sustainability, and its subsequent application to interprofessional practice and education (IPE) initiatives. The national mixed methods, multiple case study of Geriatric Education Centers that led to the development of the model and resulting four core components of sustainability and related strategies is described. The model is discussed in the context of implementation science and the know-do gap and applied to an IPE initiative and center. Finally, implications for further research are presented including opportunities to incorporate the model as a valuable tool in implementation science. Application of the Kennedy Model to IPE initiatives has provided opportunities for model testing, supporting the model’s core components, and providing additional strategies to foster sustainability of IPE initiatives.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41410041","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}
During the unprecedented early stages of COVID-19, few protocols were established to support overall student wellness in social work field placements. In response to the overwhelming need for a contextual framework to promote wellness and determine the next steps in mitigating health risks, faculty developed a unique solution in a dynamic situation. Rooted in the university-sponsored dimensions of wellness, BSW and MSW students developed wellness plans that were integrated into the field placement course. These plans were intended to enhance students' ability to evaluate their well-being and encourage them to plan wellness activities. The wellness plan was critical in determining a student's ability to continue their planned learning activities amidst broad systemic factors, which impacted their social work field placement experiences. Developing the wellness plan encouraged students to articulate unmet needs and provided a mechanism for faculty to offer relevant university-sponsored resources. This model provides a framework with implications for social work education. The prioritization of student wellness during field placement creates a road map for the future. Given that wellness is an essential component of social work practice, social work students must have the tools to evaluate and implement wellness strategies, which can be applied throughout the student's social work career.
{"title":"Pandemic Road Map","authors":"Susan R. Reay","doi":"10.18060/24758","DOIUrl":"https://doi.org/10.18060/24758","url":null,"abstract":"During the unprecedented early stages of COVID-19, few protocols were established to support overall student wellness in social work field placements. In response to the overwhelming need for a contextual framework to promote wellness and determine the next steps in mitigating health risks, faculty developed a unique solution in a dynamic situation. Rooted in the university-sponsored dimensions of wellness, BSW and MSW students developed wellness plans that were integrated into the field placement course. These plans were intended to enhance students' ability to evaluate their well-being and encourage them to plan wellness activities. The wellness plan was critical in determining a student's ability to continue their planned learning activities amidst broad systemic factors, which impacted their social work field placement experiences. Developing the wellness plan encouraged students to articulate unmet needs and provided a mechanism for faculty to offer relevant university-sponsored resources. This model provides a framework with implications for social work education. The prioritization of student wellness during field placement creates a road map for the future. Given that wellness is an essential component of social work practice, social work students must have the tools to evaluate and implement wellness strategies, which can be applied throughout the student's social work career.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46096371","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}
Many people with intellectual and developmental disabilities (IDD) are isolated and lack meaningful opportunities to participate and develop social networks within their communities. Sharing membership with a community that fosters connection and belonging is essential to well-being. As a human rights profession, social work is uniquely situated to overcome the macro barriers that prevent full community inclusion for people with IDD. However, the experiences and needs of those with IDD have largely been left out of the profession’s discourse on diversity and oppression. This article presents a call-to-action for social work to engage in strategies and solutions to resolve macro barriers to community inclusion, to dismantle the injustices that people with IDD continue to experience, and to move the promise of community inclusion from rhetoric to reality. Social workers can promote community inclusion for people with IDD through a variety of approaches, including using a human rights-based framework, aligning with person-centered planning, fostering evidence-based practices, using participatory action research, increasing disability content in social work curricula, and engaging in community action and advocacy.
{"title":"Community Inclusion for People with Intellectual and Developmental Disabilities","authors":"Jade Presnell, J. Keesler","doi":"10.18060/25512","DOIUrl":"https://doi.org/10.18060/25512","url":null,"abstract":"Many people with intellectual and developmental disabilities (IDD) are isolated and lack meaningful opportunities to participate and develop social networks within their communities. Sharing membership with a community that fosters connection and belonging is essential to well-being. As a human rights profession, social work is uniquely situated to overcome the macro barriers that prevent full community inclusion for people with IDD. However, the experiences and needs of those with IDD have largely been left out of the profession’s discourse on diversity and oppression. This article presents a call-to-action for social work to engage in strategies and solutions to resolve macro barriers to community inclusion, to dismantle the injustices that people with IDD continue to experience, and to move the promise of community inclusion from rhetoric to reality. Social workers can promote community inclusion for people with IDD through a variety of approaches, including using a human rights-based framework, aligning with person-centered planning, fostering evidence-based practices, using participatory action research, increasing disability content in social work curricula, and engaging in community action and advocacy.","PeriodicalId":7430,"journal":{"name":"Advances in social work","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44181493","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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