03_Workshops_English
09:00 - 09:40
Actividad Plenaria / Plenary Activity
Anayansi Theater / Teatro Anayansi
09:50 - 10:30
Actividad Plenaria / Plenary Activity
Anayansi Theater / Teatro Anayansi
10:40 - 11:20
Actividad Plenaria / Plenary Activity
Anayansi Theater / Teatro Anayansi
11:30 - 12:30
Poster Presentation
10 - Diversidad y Respuestas Psicosociales en Situaciones de Catástrofe
12:30 - 14:00
Lunch
ATLAPA Islands Room / Salón Islas de ATLAPA
- The Global Social Services Workforce Alliance
14:05 - 14:35
Area_02
Creating Antiracist, Diverse, Equitable, and Inclusive Learning Experiences Using Motivational Interviewing
#0047 |
Creating Antiracist, Diverse, Equitable, and Inclusive Learning Experiences Using Motivational Interviewing
Rhonda DiNovo
1
;
Melissa Freedman
2
;
Daniel Freedman
3
;
Lana Cook
1
1 - University of South Carolina.
2 - Independent Consultant.
3 - George Mason University.
Summary
This workshop offers participants an opportunity to connect motivational interviewing techniques to fostering antiracist, diverse, equitable, and inclusive (ADEI) learning experiences. It is imperative that leaning environments value and actively welcome multiple perspectives and voices through authentic exchanges. These exchanges require individuals to first engage in honest reflection and self-examination, challenging biases, contributions to and/or passive complicity. The philosophy and practice techniques of motivational interviewing aligns with foundational social work theories including person and relationship centered approaches, self-determination, and the stages of change. The guided, collaborative conversation style of motivational interviewing can be used to assist a program in examining its mission and values, exploring discrepancies and conflict, assessing readiness for change, building motivation and consensus, and securing commitment to change. Using active awareness and curiosity, individuals can explore and determine how their behaviors are consistent with and reflect social work values. Through the creation and implementation of a ADEI implicit curriculum, one which is framed by motivational interviewing practices of partnership, acceptance, compassion, and evocation within it, social work programs may recognize and develop what motivational interviewing calls the “habits of the heart”. This interactive workshop provides an opportunity for participants to examine their programs with respect to readiness for change and commitment to ADEI in their respective learning environments. Participants will explore ways to engage in critical dialogue and elicit change talk to value human exchange, appreciate diversity and difference, and challenge injustices and oppressive status quos. Participants will have an opportunity to exchange ideas and participate in an experiential activity using motivational interviewing techniques (e.g., values exploration, OARS) to learn how they may be applied to their programs.
Keywords (separate with commas)
motivational interviewing, anti-racism, diversity, equity, inclusion, ADEI, learning environment, implicit curriculum
14:35 - 15:05
Area_02
Promoting equity in social work education role management: Balancing program integrity and student wellness
#0055 |
Promoting equity in social work education role management: Balancing program integrity and student wellness
Lana Cook
1
;
Melissa Freedman
2
;
Rhonda DiNovo
1
;
Daniel Freedman
3
1 - University of South Carolina.
2 - Independent Consultant.
3 - George Mason University.
Summary
Core functions of social work practitioners are to assess and intervene. When students present with mental health concerns, social work faculty may be vulnerable to blurred boundaries between educator and practitioner roles. We will identify ethical implications of tensions between these roles and explore collaborative and inclusive strategies for successful management. As the diversity and intersectionality of student identities and populations in higher education becomes more expansive, institutional infrastructures and supports must match the diverse needs of students. Given this changing landscape, the continued impacts of a global pandemic and related grief and loss, and increasing barriers and proposed limits of academic freedom in designing and offering antiracist, diverse, equitable and inclusive academic environments, mental health support and treatment continue to be top priorities on campuses. Today's social work educators must have the awareness, knowledge, and skills to successfully navigate the tensions among demonstrating core social work values and functions, engaging in ethical practices and promoting the academic success and wellness of students. Policies and practices should be collaboratively established within programs and institutions that support social work educators in those endeavors in concert with supportive approaches for students. This workshop will explore potentially conflicting roles and risks of actions as educators versus social work practitioners. Presenters will introduce strategies to mitigate risks associated with the tension between these roles. The presentation seeks to provide participants an opportunity to examine professional identity and roles; antiracist and ethical practice in academia; identify opportunities for institutional policy development founded on joint action; and strategies that lead to program integrity and student success.
Keywords (separate with commas)
role management; student wellness; antiracist inclusive learning environments; collaborative policy development
15:05 - 15:35
Area_08
What is involved in spiritually informed pedagogy and practice?: Competencies for holistic social work practice
#0187 |
What is involved in spiritually informed pedagogy and practice?: Competencies for holistic social work practice
Heather Boynton
1
;
Christine Walsh
1
1 - University of Calgary.
Summary
Spirituality often plays a central role in the lives of many individuals, families, and communities, and it intersects with culture and identity. Spiritual rituals, activities and practices can be a source of strength during difficult life events and through the healing process. In fact, experiencing adverse events and trauma can stimulate posttraumatic growth. However, they can also elicit spiritual distress, rumination, pain, and a need for spiritual processing and meaning making. Social work practitioners will inevitably encounter individuals experiencing trauma and needing support, which can entail attention to the spiritual dimension of care. Further, research demonstrates that social workers are encountering spiritual concerns and working with individuals experiencing spiritual crisis and distress, and clients want their spirituality to be addressed in counselling. Therefore, social work students require the knowledge and tools for developing a spiritually sensitive approach to practice to be better prepared for professional practice. With this recognition, accreditation standards for academic institutions are beginning to include the spiritual dimension, and organizations where social workers are to be employed are including spiritual assessments as part of practice. Yet, the social work curriculum in Canada has not yet fully embraced spirituality in pedagogy for preparing students.We propose that a spiritually informed pedagogy can support social justice efforts and provide students with pathways for re-imagining healing, growth, and transcendence for their clients. This workshop will offer findings from research on an undergraduate elective social work course in spirituality designed and taught by the lead presenter at the University of Calgary. A competency framework depicting attributes of ethical practice and knowledge, skills, and attitudes for practice will be shared and participants will be invited to discuss and share how these findings might be applicable for their own educational context and share their own experiences of including spirituality in pedagogy.
Keywords (separate with commas)
Spirituality, pedagogy, social work, spiritually informed, competency, students, curriculum, evaluation
15:35 - 16:05
Area_08
Religion, spirituality, and inter-faith dialogue in social work
#0463 |
Religion, spirituality, and inter-faith dialogue in social work
Somaya Abdullah
1
1 - University of Cape Town.
Summary
Religion and spirituality are critical components of inclusive social work. Successful intervention requires being informed about clients’ religious and spiritual worldviews and value systems and how they influence their lives. By understanding these dimensions in a client’s life, appropriate coping behaviors in the context of their lived experiences can be enhanced. It can also be an opportunity for mutual empowerment between practitioners and their clients, as well as in communities where religious, spiritual, and value systems differ. This interactive workshop will explore processes that can support peaceful co-existence based on social engagement through inter-faith dialogue. The aim is to hear diverse experiences of religious and culturally sensitive social work through the narratives of the workshop participants and to propose strategies that could support its practice with different communities. Such an approach could broaden the scope of social work beyond traditional methods, which is especially important as societies become more diverse as a result of circumstances that cause social tensions such as war, global conflicts, and forced migration, among others. The workshop will commence with a presentation of inter-religious dialogue, drawing on principles of Christian, Islamic, and African spirituality as examples. Participants will be given the opportunity to present their experiences, which will be collectively debated to ideally construct a preliminary framework for socially engaged change based on the inclusion of religion and spirituality in social work and social development.
Keywords (separate with commas)
Religion, spirituality, inter-faith dialogue, culturally sensitive practice
16:10 - 16:40
Area_08
Understanding Trauma and Alcohol Misuse among Undocumented Hispanic Immigrants and the Mapping Protocol
#0312 |
Understanding Trauma and Alcohol Misuse among Undocumented Hispanic Immigrants and the Mapping Protocol
Carmen Jimenez
1
1 - Counseling Consultation Service, Inc..
Summary
Recently arrived Hispanic immigrants who come to the United States are exposed to risks both in their native country and in the U.S. Moreover, many immigrants experience trauma while crossing illegally into the U.S. and are challenged in articulating traumatic events, high rates of binge-drinking, driving without a valid license, and alcohol impaired driving among those who consume alcohol. To support effective interventions against these concerning trends, the Mapping Protocol® can be used to collect an interactive timeline and identify targets related to immigration and resettlement, given the growing need for cultural sensitivity in evaluating clients with a history of relocation and understanding the immigration experience.
Keywords (separate with commas)
Hispanic, immigrants, migration, resettlement, alcohol, trauma, culture, diversity, mapping
16:40 - 17:10
Sub_17c
Culturally Adapted Cognitive Behavioural Therapy (CA-CBT)
#0695 |
Culturally Adapted Cognitive Behavioural Therapy (CA-CBT)
Vinita Puri
1
1 - Resilience Counselling and Coaching Services.
Summary
Culturally Adapted Cognitive Behavioural Therapy (CaCBT) is an evidence-based psychotherapy protocol that has been shown to be as effective as standard medication for the treatment of depression, anxiety, insomnia, chronic pain, and other common health problems. The model was recently adapted to be responsive to the needs of diverse cultures and communities. The CaCBT protocol was developed through qualitative research; whereby participants included Social Workers, health professionals (including mental health therapists) clients with diagnoses of anxiety and/or depression, and their caregivers. This practical, skill-based training has been used to train Social Workers and other mental health professionals across Canada. This is the first time it will be introduced into a global space. Social Workers and other professionals will be able to learn about CaCBT and sign up for virtual training with the presenter who is one of the few Master Trainers for CaCBT. The presentation will include an overview of the protocol and a brief education simulation. At the end of the session, participants will have the opportunity to provide feedback and share how they may implement the CaCBT training within their own communities across the world. Discounts for virtual training will be used as an incentive to encourage engagement and participation. \
Keywords (separate with commas)
Culturally Adapted, Cognitive Behavioural Therapy, evidence-based, psychotherapy, protocol, health, mental health, anxiety, depression, social work, social work education, skills-based, training, research, knowledge transfer, virtual training, Canada, Global, social development, diversity, inclusion.
17:10 - 17:40
Sub_17c
Culturally Responsive and Equitable Evaluation (CREE) as an Emancipatory Approach in Social Work
#0422 |
Culturally Responsive and Equitable Evaluation (CREE) as an Emancipatory Approach in Social Work
Tamarah Moss
1
1 - Bryn Mawr College.
Summary
This workshop will provide participants with an opportunity to learn what culturally responsive and equitable evaluation (CREE) is, as well as consider the application in social work in various international, cultural and practice settings and this type of evaluation acts as an Emancipatory Approach in social work practice, where the voice of community is centered and practice is informing research. The author is an experienced international social work evaluator, educator and researcher focused on examining the ways that social work practice in culturally responsive and equitable evaluation is an Emancipatory process to inform social work research. Research indicates that Culturally responsive evaluation (CRE) is a methodology that acknowledges culture as a necessary analytical factor influencing programs and their potential outcomes Equitable evaluation frameworks are based on “reflective and reflexive practice” that are essential to social work practice and research, as well as guides and facilitates the understanding that power dynamics borne from systemic inequities often dampen marginalized voices and ignore culture and lived experiences. This leads to ill-measured outcomes, and may exacerbate inequities. By the end of the workshop, participants will be able to understand and define what CREE is from history to current day, describe the 9 steps of culturally responsive evaluation, understand the importance of respecting diversity, consider practice and social action, and be able to design a preliminary logic model for CREE in their various cultural and practice settings, that informs continued social work research as an Emancipatory Approach.
Keywords (separate with commas)
Culturally responsive and equitable evaluation (CREE), practice informed research, evaluation, social work practice, methodology
17:40 - 18:10
Sub_17c
The Essentials of the DSM-5-TR
#0196 |
The Essentials of the DSM-5-TR
Tyler Arguello
1
1 - California State University, Sacramento.
Summary
Description: This workshop is a critical opportunity for all licensed clinicians, practitioners, and graduate students to understand the substantive advancements in psychodiagnosing with the recent publication of the DSM-5-TR. The essentials of the 5-TR will be reviewed, including the new diagnoses, progressive changes in language and phrasing, science-based cultural considerations in diagnostic formulations, and the changes in dozens (and dozens) of criteria and coding. Learning objectives:1. Describe the global changes and framework for the 5-TR; 2. Identify the new diagnoses; and, 3. Understand and crosswalk substantive diagnostic criteria changes, text revisions, and coding alterations between the DSM-5 and -5-TR for major mental illnesses and common mental health conditions.
Keywords (separate with commas)
DSM-5-TR, psychodiagnosing, clinical social work, mental illness, biopsychosocial assessment
