SWSD 2024

Key - Work - Symp Sessions - En Sesiones Esp- Port Virtual

Wednesday 03 de April

Thursday 04 de April

Friday 05 de April

Saturday 06 de April

Sunday 07 de April

Anayansi Theater 01_Symposium/Simposios 02_Symposium/Simposios 03_Workshops_English 04_Workshops_English 05_Talleres_Español eliminar filtro de sala

Thursday 04 de April

04_Workshops_English

09:00 - 10:00 Opening Ceremony

Anayansi Theater / Teatro Anayansi

10:00 - 10:15 Actividad Plenaria / Plenary Activity

Anayansi Theater / Teatro Anayansi

Speaker

Dr. Tasse Abye

10:15 - 11:00 Actividad Plenaria / Plenary Activity

Anayansi Theater / Teatro Anayansi

Alessandra Korap (Brasil)

11:00 - 11:30 Actividad Plenaria / Plenary Activity

Anayansi Theater / Teatro Anayansi

Ministra María Inés Castillo - Ministerio de Desarrollo Social (Panama)

11:30 - 11:45 Inauguration Closing

Inauguration Closing

12:00 - 13:25 Lunch

ATLAPA Islands Room / Salón Islas de ATLAPA - International Association of Schools of Social Work (IASSW) - Regional Meetings

13:25 - 13:40 Creative Arts

Countering Sex Work Stigma: Generating Social Empathy and Catalyzing Social Justice Through SensAtion Digital Shorts

#0392 | Countering Sex Work Stigma: Generating Social Empathy and Catalyzing Social Justice Through SensAtion Digital Shorts

Alison Grittner ¹

1 - Cape Breton University.

[ver]

Summary

The material environment of sex workplaces, particularly sex workers’ needs and desires surrounding their places of work, are elusive within scholarship. Research conjoining sex work and place is largely absent across disciplines, despite widespread scholarship demonstrating that outdoor sex work has much higher risks including violence, while sex workers employed in studios, brothels, and their own homes experience enhanced quality of life, self-esteem, and workplace happiness. In the face of on-going violence towards Canadian sex workers, addressing the place of sex work is a critical undertaking of social work praxis. In this study, nine sex workers in Calgary, Canada, undertook multisensory arts-based fieldwork and go-along interviews to explicate their everyday workplace experiences. They analyzed their sensory fieldnotes by remixing these explorations into digital animation shorts (SensAtions) that share their workplace experiences and imaginations of future supportive workplaces. The audio tracks include storytelling narratives, soundscapes, and music. The SensAtions elucidate the possibilities of sensory and arts-based ethnographic fieldwork in understanding un-just environments. Together, the Sensation films offer a powerful multisensory method for overlaying visual, aural, and haptic fieldwork materials to analyze and communicate embodied experiences of stigmatized everyday places. For SWSD, the SensAtion films are remixed into a ten-minute digital short demonstrating how sensory and arts-based ethnographic fieldwork can be activated via animation and story to understanding and communicate lived experience of everyday places and sensed atmospheres. In watching the SensAtion films, social work practitioners can feel and imagine the experiences of gender and sexually diverse clients. The SensAtion films demonstrate how social work researchers and practitioners can collaborate with marginalized clients, fostering social empathy and motivating action towards social justice. Using affective narratives, SensAtions challenge the underlying justifications for inequitable social conditions.

Keywords (separate with commas)

Gender, Sexuality, Sex Work, Spatial Justice, Emancipatory Praxis

13:40 - 14:10 Area_13

Social Media and the Implicit Curriculum

#0093 | Social Media and the Implicit Curriculum

Melissa Freedman ¹ ;

Lana Cook ² ;

Daniel Freedman ³ ;

Rhonda DiNovo ²

1 - Consultant. 2 - University of South Carolina. 3 - George Mason University.

[ver]

Summary

In our ever-expanding globally connected world, the role of technology has and continues to significantly impact higher education. The use of technology, specifically social media, in the explicit curriculum is but one side of the reality – use in the implicit curriculum is the other. The learning experiences of students and the environment in which these experiences occur are paramount to shaping the professional character of students. In many ways, social media can and should be used to model the profession's purpose and values. Programs have used social media to manage their narratives and attractiveness to ensure long-term viability in a competitive market. Viability for social work programs requires honest messaging in how it is dedicated to human interchange, the spirit of inquiry, the support for difference and diversity, and ethical practices. Integration of social media in implicit curricula include communicating a program's commitment to anti-racism, diversity, equity, and inclusion (ADEI); recruiting students; sharing assessment outcomes with stakeholders and the larger public; attracting qualified faculty and staff; and student development. For a program to effectively use social media, several factors should be considered. Who makes the final decision for the program? Whose voice is represented? How might one's ideologies impact their decisions to post information? How do programs critically examine its use of social media? What images are used? Are they representative of the intersectionality of students' identities? This interactive workshop offers participants an opportunity to discuss the use of technology and social media, and its connection to and use in the implicit curriculum. Using a readiness tool, participants will explore the positionality and power associated with social media, and how technology can be used to create learning environments that are reflective of its students while respecting and supporting diversity and differences.

Keywords (separate with commas)

technology, social media, learning environment, implicit curriculum, diversity, inclusion

14:10 - 14:40 Area_13

Possibilities and limitations from online communities of care for migrant mothers with disabled children in Germany

#0473 | Possibilities and limitations from online communities of care for migrant mothers with disabled children in Germany

Bárbara Zimmermann ¹

1 - Hochschule für Angewandte Wissenschaft und Kunst (HAWK) - College for applied sciences and arts in Holzminden, Germany.

[ver]

Summary

Migration is nowadays a worldwide largely explored subject in researches. Disability and gender studies become as well huge interest from researchers. But the intersection of these three social identities has been too rare explored. Motivated from my personal experience as a migrant mother from a disabled child and observations as an activist in the social movement from parents with children with disability in Germany, I researching for my PhD about these realities and will bring to the participants of the workshop partial results from my thesis: How do migrant mothers with disabled child live in Germany, and how do they interact with the social system? Can social media and its communities of care offer a place for exchange and empowerment due to the marginalized situation in which many migrant families with disabled children live? Up to where can these channels reach? In my workshop, I will present the data from three of the mothers from my PhD research. They have differences in their biographies and strategies in their all day life in the interaction with different actors from social system, but also many similarities and can offer a richness of information in the task to understand the complexity of their realities. In this workshop the participants will understand why the online spaces are so important for my sample, but it will also be clear that without rethinking the responsibility from many actors from system – public, private and from the organized society - on offering professional care structures for these families, they cannot experience care as a synonym of social justice and respect to their diversities.

Keywords (separate with commas)

disabled child, motherhood, migration, social media, network, care studies, critical disability studies, gender studies, Germany, social work, social justice, public policy, interculturality

14:45 - 15:15 Sub_17e

Domestic Abuse, Coercive Control and Social Development: An Organizational Case Study in Shifting the Narrative of Domestic Abuse

#0512 | Domestic Abuse, Coercive Control and Social Development: An Organizational Case Study in Shifting the Narrative of Domestic Abuse

Carrie McManus ¹ ; Andrea Silverstone ¹

1 - Sagesse Domestic Violence Prevention Society.

[ver]

Summary

Coercive control is a pattern of violent behaviour that seeks to take away a person’s freedom and to strip away their sense of self. Physical violence may be used alongside a range of other tactics such as isolation, mind-games and the micro-regulation of everyday life. The person using abuse creates a world in which the person experiencing abuse is constantly monitored and criticized; their every move is checked against an unpredictable, ever-changing, unknowable rule book.Sagesse utilizes a coercive control model when addressing the issue of domestic abuse across Alberta. Operating from the perspective that most cases of domestic abuse fall under the definition of coercive control with different tactics being used to facilitate this violence (physical, emotional, sexual, etc.), Sagesse believes our clients and communities benefit from understanding coercive control and how it may appear in their lives, or the lives of people around them. This presentation will explore the basics of coercive control through case studies from our agencies client base. We will delve into the usage of manipulation, grooming and coercion that can be likened to that used in cults or extremist groups. We will share our models for working with clients experiencing coercive control as well as the policy and system level advocacy work that is required to elevate this issue to the attention required for positive impact. Participants in this workshop will leave with increased knowledge about the social shifts required to adjust and adapt our current models for understanding domestic abuse and the positive primary prevention implications of this shift. With a focus on curating an interactive space within this workshop, collectively we will address issues of equity and social change. Participants will leave the workshop with concrete ideas for incorporating a coercive control lens within their work and communities.

Keywords (separate with commas)

domestic abuse, coercive control, social change, primary prevention, education and learning, innovation, adaptation

15:15 - 15:45 Sub_17e

Incorporating Harm Reduction and Trauma - Informed Practice in Work With Survivors of Domectic Violence

#0272 | Incorporating Harm Reduction and Trauma-Informed Practice In Work With Survivors of Domestic Violence

Susan Scott ¹ ;

Angela Hovey ¹

1 - Lakehead University.

[ver]

Summary

Survivors of domestic violence (DV) often use substances to cope with the trauma they may experience as a result of the violence. These linkages between substance use and DV are known but approaches to dealing with survivors who use substances often place a requirement of abstinence on the survivor as a method of dealing with substance use. This can place a burden on the survivor in that some cannot or are using substances to cope, especially given the trauma and symptoms they may experience. This interactive workshop addresses sub-themes of DV, addictions (harm reduction approaches), and mental health (trauma) by providing participants with introductory level knowledge of harm reduction approaches, trauma-informed practice, and DV. Through this workshop, participants will achieve three major learning outcomes, including: 1) acquire introductory knowledge of harm reduction (as a philosophy and a practice), trauma-informed practice, and DV; 2) develop an understanding of the linkages between harm reduction, trauma-informed practice, and DV; and, 3) apply the learning to a case study. We will briefly highlight the connection between DV and substance use and then examine harm reduction. Harm reduction will be addressed as both a philosophy and practice. Participants will consider the underlying values included in harm reduction approaches and some of the strengths and limitations of applying harm reduction and abstinence approaches with survivors of DV. We will also focus on trauma-informed practice and the values underlying it and approaches used. The linkages between harm reduction and trauma-informed practice will be made apparent. The learning outcomes will be achieved by through discussions and provision of information these interlinked topics, coupled with experiential learning using a short case study exercise that enables participants to consider the linkages and how to work with a survivor of DV using harm reduction and trauma-informed practices.

Keywords (separate with commas)

Domestic violence, substance use, harm reduction, trauma-informed practices, mental health

15:50 - 16:20 Area_04

Marin County Struggles to Find Enough Caregivers for an Aging Population

16:20 - 16:50 Area_04

Cultivating Connections and Nurturing Communities of Practice through Teaching Social Work Research

#0674 | Cultivating Connections and Nurturing Communities of Practice through Teaching Social Work Research

Tamarah Moss ¹ ;

Tracie Rogers ²

1 - Graduate School of Social Work and Social Research, Bryn Mawr College, Bryn Mawr, Pennsylvania, USA. 2 - University of West Indies, Mona. Kingston, JAMAICA.

[ver]

Summary

This interactive workshop is a response to the main objectives of the International Federation of Social Work (IFSW), Global Standards of Social Work Education includes ensuring, “… that the next generation of social workers have access to excellent quality learning, opportunities that also incorporate social work knowledge deriving from research, experience, policy and practice.” The work of the co-presenters span social work education in teaching social work research for graduate students in the Caribbean and the United States that according to the IFSW Global Standards of Social Work Education, emphasize the following:\ Curriculum design that takes into account of the impact of interacting cultural, political, economic, communication, health, psychosocial and environmental global factors.\ The provision of an education preparation that is relevant to beginning social work practice interventions with individuals, families, groups and/or communities (functional and geographic) adaptable to a wide range of contexts.\ The use of social work methods that are based on sound evidence regarding the eﬀectiveness of interventions whenever possible, and always promote dignity and respect.\ \ Case examples of course enhancement in teaching research methods that ultimately work toward alleviating poverty and social inequalities will be highlighted. This in an effort to support the Conference theme of Respecting Diversity through Just Social Action. By the end of this workshop participants will be able to describe examples of at least two strategies for teaching social work research methods, create communities of practice in teaching social work research, and develop core course mid-term and end of term course evaluation that are inclusive and address issues and strengths of student diversity and inclusion.\

Keywords (separate with commas)

IFSW Global standards of social work education, curriculum design, teaching research methods, poverty and social inequalities, communities of practice, course evaluations

16:55 - 17:25 Area_09

Queer Social Work: Formulating LGBTQIAP2K+ Affirmative Practice

#0195 | Queer Social Work: Formulating LGBTQIAP2K+ Affirmative Practice

Tyler Arguello ¹

1 - California State University, Sacramento.

[ver]

17:25 - 17:55 Area_17

Cultivating Courageous Spaces to Strengthen BIPOC Faculty Engagement and Sustainability

#0088 | Cultivating Courageous Spaces to Strengthen BIPOC Faculty Engagement and Sustainability

Julie Clockston ¹ ;

M. Marina Pereira ¹ ; Tanya Greathouse ¹

1 - Metropolitan State University of Denver.

[ver]

Summary

OverviewCourageous spaces for Black, Indigenous, and People of Color (BIPOC) faculty and staff significantly contribute to development and retention of our diverse social work faculty and staff. Social development in higher education provides support and mentoring while helping with recruitment and retention. In turn, this supports the education of our student population across the micro, mezzo, and macro systems of service.AbstractIn the USA, faculty of color continue to be underrepresented in universities. According to the Department of Education, 75 % of all professors were white, with nonwhite faculty contributing to only 25% of full-time positions in higher education. Given the failure to hire faculty of color in numbers that reflect the demographics of society, administrative positions for BIPOC faculty are scarce. There is also a lack of support and understanding of the issues faced by BIPOC faculty that affect retention once the hire has occurred.\ The Department of Social Work at MSU Denver intentionally diversifies our faculty and provides courageous spaces which support BIPOC faculty in thriving. These spaces have become a refuge for BIPOC faculty and students to receive support and mentoring as they navigate various dynamics in the Academy.\ There is compelling evidence to suggest that faculty of color do provide an essential contribution to undergraduate education in two ways. First, faculty of color employ a broader range of pedagogical techniques. Second, greater structural diversity among faculty leads to increased use of effective educational practices.\ This workshop will demonstrate how mentoring faculty of color, creating a welcoming culture, and creating spaces of belonging are key to retention of BIPOC faculty.\ \ Teaching Methods-1. Provide a mini-lesson\ 2. Small group work:o 3-minute reflection\ o Practice exerciseo Gallery exercise3. Debrief and action plan.

Keywords (separate with commas)

Retention, Diversity, Equity, Inclusion, DEI, BIPOC, Latinae, Safe Space, Faculty, Staff, Students\

19:30 - 19:45 Inauguration Dinner