Anayansi Theater
09:00 - 09:40
Keynote Session
Katherine Kendall Award - Conference
ESTERLA BARRETO - Moderador / Moderator
- Universidad de Puerto Rico
(Puerto Rico)
Main Speaker
Dr.
Tatsuru Akimoto
09:50 - 10:30
Keynote Session
Main Speaker
Dra.
Amelia Márquez
(Panama)
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 - 11:15
Area_02
What is known about decolonising social work practice learning (field education): A decolonised scoping review of internationally published research papers
#0257 |
What is known about decolonising social work practice learning (field education): A decolonised scoping review of internationally published research papers.
Michelle Jones
1
;
Ann Anka
2
;
Michael Wallengren Lynch
3
;
Henglien Lisa Chen
4
;
Einav Segev
5
;
Nuzha Allassad Alhuzai
5
;
Omar Mohamed
6
;
Luke Cantley
7
;
Libby Hammond
7
;
Kris Clarke
8
;
Nishi Mitra vom Berg
9
;
Carmela Bastian
7
1 - University of South Australia.
2 - University of East Anglia.
3 - Malmö University.
4 - University of Sussex.
5 - Sapir College.
6 - University of Birmingham.
7 - Flinders University.
8 - University of Helsinki.
9 - Tata Institute of Social Sciences,.
Summary
This Workshop plans to report on an ongoing international research study that explores the literature on decolonising social work practice learning with a focus on personal and local experiences of epistemic violence and conflict represented in spaces where social work students carry out their practice placements. Framed by the persistence of colonial epistemologies perpetuated in social work education which resulted in the trauma, dispossession and genocide of Indigenous, First Nation, Black, Asian and racially minoritised peoples, decolonisation scholar activists have called to decolonise social work education including practice learning placement. Whilst some research exists that focuses on decolonising the social work curriculum, limited research exists on decolonising social work within practice learning. Internationalisation of social problems makes it important to include other epistemologies in social work practice learning. A scoping review of international published papers on decolonising social work practice learning (n=403) were imported for screening and (n=312) studies were screened. This included non-English language publications and hand searches from local countries such as Australia, England, Finland, India, Israel and Sweden. Packed full of activities, the workshop offers examples from the literature and practice tips on decolonising the practice supervisory experience between students and their supervisors. Participants would have the opportunity to share their experiences of decolonising social work practice learning, comment on the research method used, including selection of the articles, those included as well as those overlooked and offer suggestions on possible ways forward.
Participants will be able to: Contribute to discussions on decolonising social work practice learning placements with a special focus on issues affected by students in conflict zones. Engage in decolonising practice learning supervisory activities that enhance supervisory relationship with social work students in practice learning settings. Gain insights into the challenges of decolonising social work education across diverse contexts.
Keywords (separate with commas)
decolonisation,
social work, practice learning, field education, conflict zones,
11:15 - 11:40
Area_02
Resistance as justice: Effective anti-oppressive practices in the midst of legislative bans
#0624 |
Resistance as justice: Effective anti-oppressive practices in the midst of legislative bans
Bree Alexander
1
;
Kayte Thomas
2
1 - University of South Carolina.
2 - Baylor University.
Summary
In the United States, polices are being enacted to ban critical pedagogies in the classroom at alarming rates, creating multiple challenges to teach social justice concepts effectively. Opponents of these concepts seek to punish those who teach them by law, attempting to silence those who would speak about marginalization and thus allow oppression to continue unrestrained. However, social workers must be able to address and challenge structural racism as a foundation of ethical practice and it is our duty to combat these dangerous restrictions. One way to disrupt this cycle is through the intentional use of anti-oppressive pedagogies, which often emphasize the concept of reflexivity and the repositioning of marginalized voices to a more centralized viewpoint. These perspectives are moving to the forefront of social work education as the profession increasingly recognizes and grapples with issues of power and oppression internally. In this workshop, two U.S.-based social work professors will address the challenges of working in a hostile sociopolitical climate and demonstrate effective strategies for resistance. Attendees will gain a deeper understanding of the complex interaction between social work and racial disparities in the U.S., why this matters on a global scale, and improve their ability to recognize common academic practices which marginalize non-dominant voices and perpetuate inequity. Furthermore, attendees will reflect on their own experiences and ways that power and privilege intersect with their work, and create a personalized action plan for increasing anti-oppressive commitment in their practice.\ \
Keywords (separate with commas)
anti-oppressive, anti-racist, critical pedagogy, resistance, social justice, teaching, praxis
11:50 - 12:20
Area_02
What are the values and ethics that social work education must promote to co-produce sustainable and inclusive cities?
#0069 |
What are the values and ethics that social work education must promote to co-produce sustainable and inclusive cities?
Nina Freimann Jensen
1
;
Dorthe Juliane Hoevids
1
1 - University College Copenhagen.
Summary
Background: By point of departure in two research projects, Urban SOS and URGE, this workshop focuses on how educational activities and methods can be developed to improve training of future social workers to enhance their competences to become agents of change in a post-growth future. As researchers and educators, we maintain that the environmental crisis is not a technical hard-science problem to be solved, but a political and power related issue. We share the concern promoted by UN-Habitat that we are facing a global environmental crisis, which to a large extent is related to new waves of urbanization and unjust economic growth driven mainly by the Global North. As much social policy in the Global North has turned from a society/community focus to an individual/family focus, the curricular focus on common values and sustainability has become sporadic. Thus, the ability of educators to implement a more holistic and post-growth based understanding of urban sustainability in the social work curriculum is impaired. Workshop: The growth of cities is followed by widespread marketization and financialization of the urban landscape. Vulnerable citizens who are not included in co-producing the city are being pushed to the margins, both geographically and socially. At the same time, both social workers and vulnerable urban populations lack access to the spaces where decisions about urban planning and development are being made. The workshop presents a method that is being developed to change this. Thus, in the workshop, participants will address the questions: What are the values that the social work profession must promote to produce sustainable cities? What are the ethical dilemmas involved in promoting a sustainable post-growth urban development agenda? Participants will be guided by a method for dialogue developed as part of our research. Through the dialogue, SDG’s no 4, 11, and 12 will be addressed.
Keywords (separate with commas)
Social Work Education, Sustainable Urban development, Common values and ethics, post growth urban development, dialogue, social action against urban financialization.
12:20 - 12:50
Area_02
Kapu Aloha and the Struggle for Maunakea
#0318 |
Kapu Aloha and the Struggle for Maunakea
Christian Kunz
1
;
Andre Hippolite
1
1 - Brigham Young University - Hawaiʻi.
Summary
In 2018, the Thirty Meter Telescope (TMT) was given final approval to be built on Maunakea, the tallest mountain on the island of Hawaiʻi, and a site sacred to Kānaka Maoli (Native Hawaiians). In July 2019, as construction materials were set to be transported to the summit, Kānaka Maoli kiaʻi (protectors) blocked the Mauna Kea Access Road to prevent construction from commencing. On the third day of the blockade, police were given orders to arrest anyone blocking the road and 36 kūpuna (respected elders) were arrested. All kiaʻi at the Mauna Kea Access Road were under a strict order to practice Kapu Aloha. Kapu is a Hawaiian word with multiple meanings, but in this instance “sacred” is the most on point. Kiaʻi were ordered to practice “sacred” aloha, showing nothing but love and compassion for all, even those perceived as their enemies. As their 36 respected kūpuna were arrested, all of those in attendance sang and chanted as tears flowed down their cheeks, with some keiki (children) even giving leis to the officers who were arresting those they love and revere. Although there were hundreds of kiaʻi blocking the road that day, only 36 were arrested, largely because the officers (many of whom were Native Hawaiian) were moved with compassion and could not continue. To this day, nearly four years later, construction of TMT has not begun on Maunakea and the kiaʻi are determined that it never will. Non-violence has long been taught as a social action strategy, but Kapu Aloha takes that strategy further. While non-violence is often effective in preventing the escalation of a conflict, Kapu Aloha has the potential to change hearts and minds and end conflicts peacefully.
Keywords (separate with commas)
social action, Native Hawaiian, Kānaka Maoli, Kapu Aloha, non-violence, indigenous, sacred, kiaʻi
12:50 - 14:00
Lunch
ATLAPA Islands Room / Salón Islas de ATLAPA - Women's Interest Group
14:00 - 14:30
Poster Presentation
14:40 - 15:10
Area_02
The Pedagogy of Trauma
#0535 |
The Pedagogy of Trauma
Elisabeth Fincher
1
1 - The Chicago School of Professional Psychology.
Summary
Students in social services, the organization and systems track, and the public administration track benefit from experiential learning. These students will be exposed to trauma in the workplace; therefore, experiential learning experiences in the classrooms and field experiences are valuable for teaching students how to witness, hold space, and problem-solve the underlying causes of interpersonal violence and how to respond to natural disasters. However, these same students are experiencing secondary trauma and traumatization from these experiential lessons. We should be experiencing a moral dilemma when we expose students to trauma-focused on asking ourselves what necessary exposure is, what is safer exposure, and what tools we can provide that will aid students throughout their careers as they encounter traumatizing events and people who are experiencing symptoms of acute stress disorder, post-traumatic stress disorders or other cultural expressions of symptoms because of feeling traumatized. The Global Social Work Statement of Ethical Principles and other codes of ethics speaks to our obligation to mitigate harm to our students. For example, social workers must act with integrity, not abusing positions of power and building relationships of trust. Social workers also acknowledge they are accountable for their actions. The Pedagogy of Trauma provides educators and supervisors concrete steps for preparing students to be confronted by trauma, thus mitigating and addressing harm while students are engaged in the experiential learning that is so valuable to their professional development.
Keywords (separate with commas)
students, experiential learning, trauma, mitigation of harm
15:10 - 15:40
Area_02
Photovoice and Kuwentuhan (storytelling) methods in social work research, pedagogy and practice to grow critical ethics, relationalities and collective healing toward longer-term movement-building
#0381 |
Photovoice and Kuwentuhan (storytelling) methods in social work research, pedagogy and practice to grow critical ethics, relationalities and collective healing toward longer-term movement-building
Jacqueline Stol
1
1 - McGill University.
Summary
This interactive workshop will engage participants in discussion and reflection on ethics in social work and contributing to social movements through research, pedagogy and practice using oral and visual storytelling methods of Photovoice and Filipino talk-story, Kuwentuhan. The presenter will draw from literature, findings and reflections of using these methods in a dissertation project with LGBTQ+ Filipino/a/xs, in teaching social work and in community practice to illustrate how and why it is a meaningful intervention that can support critical ethics, relationalities and collective healing toward longer term movement-building. From July to October 2022, the researcher combined these community-based participatory action research methods for a dissertation project involving seven participants of the LGBTQ+ Filipino/a/x diaspora, community member facilitators and community groups in Tiohtià:ke/ Montreal, Quebec, Canada (Turtle Island). This project addresses the limited, yet growing literature that documents, re-shares and theorizes around queer of colour organizing, advocacy, movement-building and Filipino/a/x diaspora in Canada. The process involved feedback from a Filipino migration storytelling group called Pulso ng Bayan (pulse of the people/ nation), a four-workshop series, an art exhibit, interviews, a group feedback and celebratory session, and knowledge mobilization. Kuwentuhan involves cultural storytelling shaped by seeing oneself in a relational context. In addition to presenting about study findings and reflections, the presenter will involve workshop participants in using their own photography and oral storytelling to reflect on co-creating sites in which individuals, groups and communities may express their selves, meaning making and narratives while building collective (re)connections and co-constructing more ethical relations that look toward transforming oppression and supporting community-led praxis. The interactive component of the workshop will explore how these methods can translate across research, pedagogy and practice to advance self-reflexive practice, critical thought, and engage with and enact longer-term collective healing and relational movement-building that challenges social and systemic marginalization.
Keywords (separate with commas)
Ethics in social work; social movements; advocacy; community-based participatory action research; Photovoice; oral and visual storytelling; gender identity and sexuality; Filipino diaspora and migration; Canadian immigration
15:50 - 16:20
Area_02
The Power of Community Conversation in Social Work Education
#0725 |
The Power of Community Conversation in Social Work Education
Barb Hiltz
1
;
Shani Horn
1
1 - University of Michigan.
Summary
In today's fast-paced and digital world, feeling disconnected from the people and issues around us is easy. For social workers, it is important to engage in meaningful conversations with our clients and communities to understand the challenges they face, and to work with them towards creating positive change. The internet may allow for contact, but it rarely connects.\ Several years ago, faculty members, staff, and students at our School of Social Work found that we were having conversations over email and on social media that increased conflict instead of resolving it, and that this was preventing mutual understanding rather than improving it. We were not talking\
with each other, nor were we listening to each other’s points of view. By creating an opportunity to be present with one another in real-time, we suspected we could be more attentive to one another, listen more closely, exercise more empathy, and strengthen our community. Based on these insights, we developed a model called Community Conversations.This brief workshop explains the purposes of Community Conversations and provides examples of conversation topics. We will also describe the two theoretical frameworks—intergroup dialogue and restorative practices—on which the model is based, explore the implementation of the model, discuss logistical and ethical considerations, share some of the lessons we have learned.\ \
Keywords (separate with commas)
Conversation, dialogue, restorative justice, communication, ethics
16:20 - 16:50
Area_03
The;Climate Justice Program;of IFSW: Educate, Advocate, Be the Change
17:00 - 17:30
Sub_17k
Domestic Abuse, Sexual Exploitation & Human Trafficking: Understanding Intersections of Experience
#0521 |
Domestic Abuse, Sexual Exploitation & Human Trafficking: Understanding Intersections of Experiences
Carrie McManus
1
;
Andrea Silverstone
1
1 - Sagesse Domestic Violence Prevention Society.
Summary
The language and understanding of coercive control has begun to shift how we view and understanding experiences of domestic abuse and trauma, deepening our capacity to understand the long term impacts of this experience. Little research however, has been done into the intersections of coercive control and sexual exploitation/trafficking. This presentation will provide an overview of a research project completed by Sagesse in partnership with the University of Salford exploring how coercive control and experiences of sexual exploitation link together to impact victims of trauma and abuse. Through this project Sagesse has explored the impacts of sexual exploitation within practice, policy and legislation in multiple jurisdictions including Canada, the United Kingdom, New Zealand, Australia and the Netherlands. This presentation will provide an overview of the linkages between practice, policy, legislation and personal lived experience of sexual exploitation, trauma and coercive control.Pulling from experiences of Sagesse participants, the presentation will review the push and pull factors related to individuals engagement in sex work/exploitation. We will discuss the themes from participants connecting their experiences to coercive control and the experience of the loss of personal agency and the implications of that loss on their emotional and physical liberty. Superordinate themes that were also identified and will be discussed in this presentation included the journey of sex work, wellbeing, coercive control, interventions and services, protection, and enforcement, and lastly, the intersections of COVID 19 and sex work. Recommendations for practice and policy with a lens for understanding coercive control and its impact on sex work and sexual exploitation. This presentation will include a discussion to understand how to implement suggested adjustments, practice necessities and create more space for survivor voices within prevention, prosecution and protection components of this complex issue.
Keywords (separate with commas)
domestic abuse, coercive control, sexual exploitation, human trafficking, sex work, social development, innovation, client centered programming, legislation
17:30 - 18:00
Sub_17k
Developing Social Workers Who Use Antiracist, Equitable, and Inclusive Practices in the Treatment of Substance Use Disorders
#0062 |
Developing Social Workers Who Use Antiracist, Equitable, and Inclusive Practices in the Treatment of Substance Use Disorders
Daniel Freedman
1
;
Rhonda DiNovo
2
;
Lana Cook
2
;
Melissa Freedman
3
1 - George Mason University.
2 - University of South Carolina.
3 - Consultant.
Summary
Social work education is governed by standards that postulate the importance of antiracist, equitable, and inclusive practices with clients and systems levels, ranging from individuals to organizations and communities. According to the Council on Social Work Education’s 2022 Educational Policy and Accreditation Standards (2022 EPAS), graduates are expected to engage antiracism, diversity, equity, and inclusion in practice. This charge is applicable to all practice areas, including the treatment of substance use disorders (SUDs). SUD treatment is not immune from systemic racism and oppression – there are racial disparities in the access to, and quality of, resources and services necessary and relevant to wellness and recovery. Matsuzaka and Knapp (2020) describe how the delivery of services for SUDs have occurred within context of institutional racism, and how a shift towards culturally competence would involve a recognition of positionality by practitioners in the areas of race and racism. They articulate how Populations of Color, as compared to those who identify as White, often enter treatment with greater SUD severity and its associated consequences due to social and economic barriers, while also experiencing difficulty with treatment adherence and completion. Data reflects disparities in SUD treatment access/participation among those who identify as Black or African American, Latino or Hispanic, and White indicating that those who identify as White receive more treatment despite the rates of SUDs being comparable among the races (SAMHSA, 2021). This interactive workshop will facilitate dialogue about the knowledge, skills, values, and cognitive and affective processes necessary for social work graduates to engage in antiracist, equitable, and inclusive practices with those diagnosed with substance use disorders. Participants will have an opportunity to explore the importance of practices that are infused with racial consciousness and active awareness to reduce microaggressions in working with clients.
Keywords (separate with commas)
substance use disorder, anti-racism, diversity, equity, inclusion, ADEI, learning environment, implicit curriculum
04_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 - 11:15
Area_03
Media Advocacy and the Social Work Curriculum - Teaching Students to Live and Lead in a Global World
#0489 |
Media Advocacy and the Social Work Curriculum - Teaching Students to Live and Lead in a Global World
Laura Lewis
1
1 - University at Buffalo, State University of New York.
Summary
Where global issues are concerned, media literacy - the ability to critically analyze media for accuracy, credibility, or evidence of bias - and media advocacy - producing media to effect action, influence policy, or alter the public's view of an issue - are timely. The digital revolution has led to growing concerns over media accountability, and contributed to the spread of disinformation. When engaging with global issues, media coverage is often rife with distortions. Media coverage of Haiti, as one example, includes narratives that reproduce racial stereotypes, and which fail to consider social problems in their broader geo-political context (Ulysse, 2010; Potter, 2009; Balaji, 2011). Social Work students must learn how to recognize superficial representations of global issues, and of other regions of the world. They must understand how these misrepresentations can negatively shape public perception, and affect foreign aid and other policy decisions. According to Chitat, Chan and Sage (2020), social work students can use media advocacy to better inform and educate communities, influence public policy, and create participatory action. Unfortunately, there is little attention to media literacy and advocacy in social work programs (Lens, 2002). This workshop presents a newly developed toolkit for teaching students how to analyze, evaluate and ultimately produce media messages about global issues that are sufficiently nuanced, demonstrate interconnection among the countries, and that keep sight of local perspective. Resources were designed to help students cultivate media literacy, and practice skills to engage in media advocacy, so that as new practitioners they can join the public conversation about their fields of expertise, and advocate for social change efforts. Development of the online toolkit was made possible in part with funding from the Katherine Kendall Institute.
Keywords (separate with commas)
advocacy, media advocacy, social work, online toolkit, global issues
11:15 - 11:40
Area_03
The New Macro Social Work Literacies: Developing Digital Competencies for the Future
#0727 |
The New Macro Social Work Literacies: Developing Digital Competencies for the Future
Jimmy Young
1
1 - California State University San Marcos.
Summary
Social movements, activism, advocacy, and macro social work, in general, have all been impacted by the rise of social media and various digital technologies. The social work literature has exploded with books, articles, and trade publications being devoted to the topic. The expectation among students to become digitally competent professionals has been discussed in the literature and many recognize the need to infuse these technologies into social work education and practice in ways that can build technical competence, social and cultural competencies, and digital literacies. The purpose of this workshop is to differentiate between the concepts of digital and media literacies as they apply to macro social work practice and education. The New Macro Social Work Literacies leverage digital and new media literacies skills to develop digital technology competencies and transform the future. Participants will learn about leveraging the participatory culture of social media to understand how social movements create change. Participants will gain insight into how future technologies disrupt social development in positive and negative ways and how social workers can respond to these disruptions. Participants will gain knowledge about specific skills and strategies that are needed to engage in advocacy now and in the future. Through this workshop participants will be able to help develop the requisite technical, social, and cultural competencies to be ethical and effective social workers. Digital literacies need to move beyond the skills of critical analysis to build the capacity for engaging, understanding, and communicating with others in a genuine, authentic, and ethically appropriate manner. The New Macro Social Work Literacies\ are as much about understanding the how as they are about understanding the why. In this way, the future of social work and social development can be positively impacted and more equally distributed.
Keywords (separate with commas)
Digital Technology, Competencies, Social Media, Social Action
11:50 - 12:20
Area_03
Improving the transition from education to employment for New Social Workers: European perspectives, concerns
#0192 |
Improving the transition from education to employment for New Social Workers: European perspectives, concerns and recommendations
OMAR MOHAMED
1
1 - IFSW Europe.
Summary
This presentation will outline the International Federation of Social Workers European Region Project focused on New Social Workers. This presentation will explore the background, process and findings of this international research project spanning across 31 European countries and including almost 1,000 New Social Workers across Europe to improve the transition from education to employment for New Social Workers, benefiting both social work education and practice. Recognising that the future of the profession is with new workers and students, IFSW Europe started a project where each professional/member organisation of IFSW Europe was encouraged to nominate a ‘new social worker’ (defined as a final year student or a worker in the first five years of their career). These new social workers have been meeting together regularly and have progressed the project significantly. They used a research approach called collaborative autoethnography to share ideas through their lived experiences. This led to the group designing, translating and distributing a survey as well as undertaking follow up interviews to explore the experiences of almost 1,000 new social workers across Europe. This interactive presentation will share the project findings, discuss the forthcoming IFSW Europe academic paper on new social workers, and outline advice and recommendations for new social workers, social work educators and employers involved in this transition. The presenters will go through the context, methodology, findings, discussion and conclusion. The presenters will focus on exploring the themes that emerged from this project and lead into a discussion session on these themes for the potential of rich discussions on how the transition from education to employment can be improved for new social workers across Europe and globally
Keywords (separate with commas)
new social workers, early career social workers, new generation, transition, education, employment
12:20 - 12:50
Sub_17e
Partnering with Men in Addressing Domestic Violence Solution
#0670 |
Partnering with Men in Addressing Domestic Violence Solution
Ben Ang
1
1 - THK Family Services.
Summary
Introduction\ The birth of Brotherhood in 2019 is a response to meet the rise of domestic violence and a lack of program to work with men who caused harm. The post covid-pandemic has shifted the groupwork landscape. Currently Brotherhood has been held in hybrid mode since April 2022 \ \ FrameworkBrotherhood aims to change the dominant disclosure of a perpetrator to a better man, and collaborator with reference to Duluth and narrative framework. It has 12 group sessions with the following objectives:-Gain INSIGHT\ towards what drive their aggressive behavior\ -Take RESPONSIBLITY towards their violent acts\ -Improved ability in EMOTIONAL REGULATION\ -REPAIR RELATIONSHIP\ \ Community intervention\ Besides the 12 group sessions, Brotherhood creates opportunities for suitable participants in advocating for a violence-free relationship.Completed partnership projects:Respect Webinar (2021)-\ 20 brothers became our Respect ambassador, and each will invite 5 guests to the webinar and share about respectful relationship\ 5 Video (2021, 2022, 2023)-6 brothers shared their transformation journey and also to encourage men to step forward.Their video production was in partnership with various stakeholders\ \ \ \ \ \ \ Video link:1.\ \ \ \ https://www.youtube.com/watch?v=bGw4pkNFY_w\&t=23s2.\ \ https://www.youtube.com/watch?v=jn6ElhMCFIs\&t=517s3.\ \ \ https://www.youtube.com/watch?v=2bZLkip1j0I4.\ \ https://www.youtube.com/watch?v=l2QyoEQhCXk\&t=38s5. https://www.youtube.com/watch?v=dH0jfmWOruk\ 2. 5 Podcasts \ (2022)-A total 10 brothers took part where they share about their change journey and to encourage men to step forwardPodcast link:a.\ \ \ https://www.youtube.com/watch?v=gOsHKQsdDl4b.\ \ \ \ \ https://www.youtube.com/watch?v=00Z_3iRNWtQ\&t=654sc.\ \ \ \ \ \ https://www.youtube.com/watch?v=K1ya9HkUH8M\&t=887sd.\ \ \ \ \ https://www.youtube.com/watch?v=XJU14l6yVjQ\&t=1se.\ \ \ \ \ https://open.spotify.com/episode/2UYtAKrQmQ9BGQtw78u3PI\ 3. National Family Violence Symposium (2022)- Brotherhood was invited for Family Violence Symposium. We composed and performed “A Better Man” song to over 500 social work practitioners. We have a booth, and also conducted a workshop together with 2 participants.\ \ 4.Prison group (2023)-11 brothers took turns conducting weekly group counseling with inmates who committed violence.-The inmates made 2 handmade cards to Brotherhood after the session.\ \ \
Keywords (separate with commas)
Domestic Violence; perpetrator; Men who caused harm; Partnership; Brotherhood; Collaboration
12:50 - 14:00
Lunch
ATLAPA Islands Room / Salón Islas de ATLAPA - Women's Interest Group
14:00 - 14:30
Poster Presentation
14:40 - 15:10
Area_05
Building - Resilient, Diverse, Inclusive Mental and Behavioral Health Care Workforce
#0391 |
Building - Resilient, Diverse, Inclusive Mental and Behavioral Health Care Workforce
Tanya Greathouse
1
;
Julie Clockston
1
;
Lori Darnel
1
;
Dawn Matera Bassett
2
;
Eileen Starr
1
;
Susan Archuleta
1
;
Susie Ryder
1
1 - Metropolitan State University of Denver.
2 - Metropolitan State University of Denver.
Summary
Social Work, as a profession, works across the boundaries of individuals and their environments, including families, schools, organizations, communities, cultures, and economic systems.\ To serve the needs of an increasingly diverse population, it is imperative that\ Social Workers take measures to increase racial and ethnic diversity among mental and behavioral health practitioners. Practitioners who share a racial, ethnic, socioeconomic, or cultural background with the populations they serve are better equipped to build curative relationships.\ Social workers provide services to the most vulnerable, and often marginalized, individuals and families in our communities. In addition to providing direct intervention to persons (families, groups, and communities) in need, social workers also work to prevent or mitigate the many causes and contexts that may perpetuate harm or impaired ability to function. Competent social workers understand the richness of intersectionality, how power and oppression inform social work practice, and the generalist practitioner’s charge to provide structurally accurate and culturally conscious assessments and interventions. To that end, social workers must engage in; self-introspection, support interrogation of social issues that affect our client systems, engage in strategies to mitigate vicarious trauma when working with complex systems while promoting inclusivity and belonging and competently facilitate critical conversations.\ “We view cultural consciousness as an ongoing and dynamic developmental process with no endpoint—one that requires active, critical, and purposeful engagement on the part of the social worker entering the helping relationship” (Azzopardi \& McNeill, 2016).\
Keywords (separate with commas)
Social Work, Mental and Behavioral Health, Diverse, Inclusive, Workforce, Resilience
15:10 - 15:40
Area_05
Child-friendly justice in Romania
15:50 - 16:20
Area_06
How Eco-Grief; Climate Anxiety Effect Mental Health
#0308 |
How Eco-Grief & Climate Anxiety Effect Mental Health
Michael Cronin
1
1 - Monmouth University.
Summary
How interlinked are climate change and mental health? Very much so. An increasing body of research suggests, prompting questions about how we can tackle the relationship of two of the greatest crises of our times. Mental health is a global crisis; in 2020, almost a billion people were reported as living with a mental health condition. Climate change is only exacerbating this critical issue. Eco-grief refers to the anguish and despair we feel when the places we live in and love deteriorate, along with these places’ ability to provide us with solace (Spencer-Jolliffe,
Nonprofit Quarterly, 2023). It is widely recognized that social workers are informed by the person-in-environment perspective. It is recent that social work has re-embraced its focus on social, economic, and political environment with the natural environment. Clinical social workers are beginning to see increased emotional distress about the impacts of climate change. This workshop will explore the prevalence and treatment of climate related mental health issues. It will define and compare such terms as eco-grief, eco-anxiety and solastalgia, “a longing for a home community that has been shifted by climate change to go back to the way it was before”. (Macruder,
Social Work Today, 2023). These new terms speak to the impact of our broken relationship with the planet on humans’ mental health. Along with clinical social workers, those involved in human rights and social justice work have also been concerned and involved in these related mental health issues as they fight for climate justice. Globally, mental health advocacy needs to pay attention to the voices being missed. Social workers have a unique and powerful role in influencing individuals and communities, the public, and policymakers on mental health and climate change. Leadership, education, awareness, communication, and advocacy are key components in motivating engagement and action on solutions.
Keywords (separate with commas)
eco-grief, climate anxiety, climate change, mental health
16:20 - 16:50
Area_07
Confronting Anti-Blackness in Social Work Education and Practice by Employing; HUSSW's Black Perspective
#0596 |
Confronting Anti-Blackness in Social Work Education and Practice by Employing HUSSW's Black Perspective
Sandra Kalu
1
;
JaNeen Cross
1
;
Gloria Cain
1
;
Kendall Moody
1
;
Cudore Snell
1
1 - Howard University.
Summary
Anti-Black racism in the United States of America is pervasive and dangerous and has historically informed institutional structures, policies, and interpersonal relations, leading to several adverse outcomes in the Black community. Unfortunately, the social work field has been involved in perpetuating Anti-Black racism by supporting and engaging in harmful policies and practices. To effect meaningful change and prevent harming clients, social workers must understand positionality, power, privilege, and oppression and how it impacts their practice and intervention. CSWE suggests that for this to be possible, educational institutions must provide students with opportunities to explore the critical problems of anti-racism and understand how racism and oppression shape human experiences (CSWE, 2022). Howard University’s School of Social Work has long encouraged students to critically explore the impact of oppressive systems and structures on marginalized communities by applying the Black Perspective. The Black Perspective, a philosophical stance that serves as both a framework for curriculum development and “a lens through which Black life and experiences can be viewed and understood” (Gourdine & Brown, p. 76), allows for a more comprehensive and responsive underpinning for the analysis of societal circumstances, specifically for what it means to be Black in America. This workshop will highlight the benefits of incorporating the Black perspective into curriculum development and practice. Presenters will explain how the Black perspective has been incorporated into foundational social work courses and practices. Then, participants will apply the Black perspective to case studies. To promote a practice of making meaning of their learning, presenters will engage the audience in critical reflection on how to use the material in their practice. By implementing HUSSW’s Black Perspective into the social work education curriculum, students can critically analyze issues of oppression and discrimination from a cultural lens, which questions Anti-Blackness in both the curriculum and profession.
Keywords (separate with commas)
Black perspective, power, oppression, Anti-Blackness, marginalized communities
17:00 - 17:30
Area_07
Hmong and Latinx Communities in Central Valley: Preparing Future Students Through Specialized Training
#0632 |
Hmong and Latinx Communities in Central Valley: Preparing Future Students Through Specialized Training
Candy Madrigal
1
;
Brett Shelton
2
;
Marcus Crawford
1
1 - Fresno State University.
2 - Native American Rights Fund.
Summary
California has an overall behavioral health professional (BHP) shortage. This shortage substantially varies by region, with the Central San Joaquin Valley (CSJV) having a severe BHP shortage. The availability of BHP falls even shorter for Latino/Hmong communities due to a lack of cultural/linguistic understanding. Integrated models incorporate BH and primary care with historical/lifetime trauma, and the intersectional variations from developmental and multisystem perspectives, but are limited for children, youth, and transitional age youth among target populations.This workshop will discuss the specialized training provided to students preparing them for practice with the Latino/Hmong communities to recognize and celebrate their cultures. The workshop describes project components that enhance students’ opportunities to produce well-qualified BHPs to deliver culturally responsive services to Latino/Hmong populations in the CSJV. The project had three goals, while this workshop will focus on presenting the second goal: Expanding BH curriculum with responsive, culturally sensitive, and diverse approaches.The approach includes reducing financial barriers, creating new opportunities for engagement among faculty, students, and community, enhancing the existing curriculum with best-practice models, teaching culturally-sensitive BH content that includes the intersection of culture, integrated BH, and relevant cultural terminology and concepts; and integrating didactic experiential training activities and innovative recruitment efforts to improve student understanding of cultural needs of the community. Hosting a job fair exposes students to the opportunities and needs of Latino/Hmong populations in the community. This project reduces the BHP shortage in Latino/Hmong communities in CSJV, which benefits from culturally responsive BHPs who provide services to rapidly growing minority populations in the region. This program is innovative and timely for our region, not only because of the large number of Latino/Hmong households, but also because of the region’s high prevalence of health and behavioral health disparities.
Keywords (separate with commas)
Keywords: Latino, Hmong, Behavioral Health, Cultural Sensitivity, Responsiveness, Diversity
17:30 - 18:00
Area_11
Bhutanese Residents to Meet the Challenge of the Global Pandemic of COVID-19
#0148 |
Bhutanese Residents to Meet the Challenge of the Global Pandemic of COVID-19.
Dr. Angela Kim
1
;
Selina Shrestha
1
;
Deirdre Spelman
1
1 - Marywood University.
Summary
Description: The global pandemic COVID-19 caused millions of people to become ill, be hospitalized or die. Healthcare disparities, economic\ insecurity,\ and the gap of social services at the peak of Covid-19 led minority groups to disproportionately represent a high number of infections,\ deaths\ and health disparities\ compared to the White population. \ Additionally, the Asian American population\ experienced bullying, discrimination, blame, and attacks by none-Asian individuals and groups due to a misbelief Asians are responsible for bringing Covid-19.\ A Bhutanese minority group\ living in Northeast, PA initially entered the U.S. as refugees. They\ have been struggling with language barriers, lack of connection with the community at large,\ geographic isolation, difficulty using the\ transportation system, economic insecurity and unfamiliarity with the U.S culture and\ health care\ system\ even before the global pandemic of Covid-19.Research study methodology and findings: Two Social Work\ faculty members of a local university School of Social Work completed a qualitative study\ to understand the subjective views of Bhutanese residents’ experience during the peak of the global pandemic, COVID-19\ in Northeast, PA.\ Through the\ purposive sampling methodology,\ fifty samples\ (bilingual\ Nepali\ \&\ English\ community leaders and Bhutanese\ residents)\ participated\ in \ telephone interviews, from October 2020 to January 2021.\ The Bhutanese\ residents identified challenging needs in the areas of language barriers, unemployment, multigenerational living, and\ shared their coping\ strategies to overcome hardship of Covid-19.\ Implications to Social Work Education:\ this study\ demonstrates: 1) a long-term commitment of an interprofessional collaborative action with community organizations\ is necessary for\ closing\ the gap of social and health care disparities among minority populations; 2) the development of culturally and linguistically appropriate\ medical information\ for none-English speaking groups; and,\ 3) a long-term commitment between university-community to\ provide\ diversity, equity, inclusion and anti-racism workshops\ for students, faculty, staff and community to address systemic inequalities.\ \ \ \ \ \
Keywords (separate with commas)
Bhutanese refugees, Challange of the Global Pandemic of Covid-19, University-Community Collaboration, Diversity-Equity-Inclusion Training
05_Talleres_Español
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 - 11:10
Sub_17g
G. Universidad Abierta para mayores: un informe sobre la extensión universitaria en tiempos de pandemia
11:10 - 11:40
Area_07
Redefining Joint Social Action Through Epistemological Connections with Trans Latina Immigrants
#0613 |
Redefining Joint Social Action Through Epistemological Connections with Trans Latina Immigrants
Luis Alvarez-Hernandez
1
;
Maria Bermudez
2
1 - Boston University.
2 - University of Georgia.
Summary
Social workers often discuss the lives of Latinas in the context of broad cultural values such as marianismo. Marianismo is linked to Catholicism and patriarchal values that reinforce traditional gender scripts for women. Although Latina feminists have challenged these values for decades, social workers must deepen their understanding of the lives of Chicanas and Latinas through critical theories and their use of self. From this perspective, mujeristas and Chicana feminists who emphasize liberative work, often use the term comadres, or comothers, to explore Latinas’ roles and relationships. The distinction between the traditional motherly role of marianismo and the collaborative and empowering role of comadres was evident in our feminist-informed study about the lived experiences of trans Latina immigrants who are activists and agents of change in their Southern United States communities. The participants generated change by moving from a selfless marianista position to a comadre role where they cared for each other.As Latinx qualitative researchers, we started to see ourselves and our loved ones reflected in the participants’ narratives. Hence, we decided to engage epistemologically with the transcripts of our conversations with them. We wondered how our understandings of gender roles, the Latina feminisms theoretical literature, and our participants’ experiences expanded our conocimiento about marianismo and comadrazgo. How did these conversations with trans Latina immigrants contributed a non-cisnormative perspective to Latina feminisms? How were these women reconceptualizing gender roles through the potentially liberative role of madres and comadres? How can we as practitioners and researchers redefine joint social action through epistemological connections? Through this process, we started to develop our theoretical understandings of these relationships using reflexive conversations. In this workshop we will encourage an open discussion about the use of self and how the lived experiences of marginalized participants connect with critical theories and social action.
Keywords (separate with commas)
transgender, immigrants, social action, Southern United States, Chicana feminism, Latina feminism, epistemology
11:50 - 12:20
Area_07
Indigenous Peacemaking practices to promote resiliency, wellbeing, and stability with diverse populations.
#0618 |
Indigenous Peacemaking practices to promote resiliency, wellbeing, and stability with diverse populations.
Brett Shelton
1
;
Candy Madrigal
2
1 - Native American Rights Fund.
2 - Fresno State University.
Summary
Indigenous dispute resolution practices, sometimes called peacemaking or circle processes, are being recovered and reinstituted in some countries that originally sought to assimilate indigenous populations into the mainstream settler-colonial populations, like the United States and Canada. The philosophies and strengths of the settler-colonial model and indigenous models for dispute resolution are grounded in vastly different worldviews. As a result of this difference, the benefits and optimal uses of each system are also very distinct. Work done primarily among United States- and Canada-based tribal nations can be a model to inform recovery of similar processes among other indigenous populations. This includes populations wherever they exist in other nation-states, worldwide. Potential applications can also occur with migrant populations of indigenous individuals from other countries, when sufficient essential cultural commonalities exist among the population, such that the community could benefit from utilizing circle methods based on their own shared values in areas where the potential benefits of such processes are apparent. This workshop will describe how some indigenous nations within the United States are breathing new life into their traditional ways to address differences, by employing peacemaking or circle processes methods into contexts where they see the most potential benefit. While it is important for successful implementation that each community develops its own models and processes, certain broad commonalities that exist across wide-ranging cultural differences will be explained.Various possible uses of circle processes and known places where circle processes have been implemented by indigenous communities within modern nation-states will be explained. Participants will be able to better identify when and how circle processes might enhance available services in various settings such as child welfare, public health, and mental health-centered contexts.
Keywords (separate with commas)
indigenous, peacemaking, circle practices, child welfare, mental health, public health, resilience, well-being,
12:20 - 12:50
Area_01
School and neighborhood combine efforts towards citizenship
#1214 |
School and neighborhood combine efforts towards citizenship development
Jolanda Berends
1
1 - Hogeschool Utrecht - University of Applied Sciences Utrecht.
Summary
In the Netherlands primary schools received in 2005 the assignment to train children in citizenship skills. However, children move between the three so-called habitats: school, neighborhood and home, each with their own rules and agreements. It seems to be difficult for the child to practice the trained civic skills outside school. Therefore, formal education is not the only responsible environment to train these skills. This PhD study develops feasible interventions to work on the interprofessional cooperation between the practitioners of the neighborhood (social welfare professionals) and the teachers at the primary schools to jointly contribute to the citizenship development of children in primary school age. In this workshop, I will present the initial results of the PhD research. Furthermore, I would like to share with the attendees local experiences on citizenship development and reflect together on interventions on interprofessional cooperation within the socio-educational field.
Keywords (separate with commas)
Citizenship development, Civic skills, Interprofessional cooperation, Education, Neighborhood, Social welfare work, Democracy, Peacebuilding,
12:50 - 14:00
Lunch
ATLAPA Islands Room / Salón Islas de ATLAPA - Women's Interest Group
14:00 - 14:30
Poster Presentation
14:40 - 14:55
Creative Arts
Programa Articulación Población en Situación de Calle, Organizaciones y Universidad: la experiencia de docencia-investigación-extensión a través de sonidos e imágenes
#1385 |
Programa Articulación Población en Situación de Calle, Organizaciones y Universidad: la experiencia de docencia-investigación-extensión a través de sonidos e imágenes
María Fernanda Escurra
1
;
Julia Fraga de Jesus Menezes
1
;
Yasmin da Silva
1
;
Ana Beatriz Rezende da Silva Gabry
1
;
Ana Beatriz Ribeiro Costa
1
;
Andressa Lopes Sales
2
;
Antonio Reguete Monteiro de Souza
1
;
Thayná Cristina Dos Santos Ramos
1
1 - Universidade do Estado do Rio de Janeiro.
2 - Universidade do Estado do Rio de Janeiro0.
Summary
El video, con duración de tres minutos, presenta la experiencia del Poyecto Prodocencia “Contribución para el fortalecimento del Centro de Referencia Especializado para Población en Situación de Calle Centro Pop Bárbara Calazans: una instancia de articulación docencia-profesión en el área de Trabajo Social”, ejecutado, desde junho de 2022, en el ámbito del Programa Articulación Población en Situación de Calle, Organizaciones y Universidad. Ese Centro Pop se encuentra localizado en el centro de la ciudad de Rio de Janeiro y forma parte de la 1ª Coordenadoria de Asistencia Social, de esa Secretaria Municipal de la ciudad de Rio de Janeiro. El proyecto está vinculado a la Faculdad de Servicio Social de la Universidad del Estado de Rio de Janeiro, cuenta con cinco estudiantes becarios y una \ voluntaria.\ El video presenta el equipo responsable, objetivos, actividades realizadas, metodologia, resultados, instagram y contacto. El relato y las imágenes seleccionadas permiten ilustrar algunas actividades, mostrando la riqueza de la experiencia. Entre las actividades realizadas se destacan: reuniones sistemáticas en la UERJ y en el Centro Pop; observaciones participantes y visitas semanales a la institución; diálogos y acciones con profesionales y usuarios; realización de cursos; organização de eventos; lecturas de textos, discusiones y elaboración de resúmenes; organización de campañas (Noviembre Negro, Campañas de donación); establecimiento de alianzas y desarrollo del Instagram del programa.La relevancia de esta experiencia se relaciona al hecho que permite articular de forma concreta la formación profesional con el mercado de trabajo, además de proporcionar la asociación antes mencionada entre docencia-investigación-extensión, dando visibilidad a una manifestación estructural de la cuestión social que alcanza con particularidades específicas inumerables ciudades brasileras, así como a países del mundo entero en el contexto de la dinámica capitalista contemporánea.
Keywords (separate with commas)
Articulación, Población en Situación de Calle, Organizaciones, Universidad, Políticas Sociales, Pobreza.
14:55 - 15:10
Creative Arts
Co-creating Experiences Through the Use of Arts in Social Work
#0221 |
Co-creating Experiences Through the Use of Arts in Social Work Education
Jo Redcliffe
1
1 - University of Texas Rio Grande Valley.
Summary
Social work education faces increasing pressure from a range of stakeholders including citizens who use services, regulatory bodies and the media to demonstrate that newly qualified social workers are competent and uphold public trust (Munro, 2011; Rees and Raithby, 2012). While social work education and practice draw on similar traditions in theory and practice, there are important differences in the international and institutional frameworks within which they operate. This presentation illustrates some of these differences through a focus on social work education provision in one university. Drawing on the experience and views of the student participants, we examine the benefits of creative approaches that promote citizen involvement and suggest how European traditions can contribute to this process. We define key terms and summarise the literature, followed by presentation of the results and identification of the key learning. We identify that emancipatory models of education can encourage recognition of learners’ different strengths and can help to assist social work students’ readiness for practice. Finally, the need for cost-benefit outcomes research into if and how citizen coproduction influences subsequent service delivery is acknowledged.
Keywords (separate with commas)
social work, social pedagogy, citizen involvement, student assessment, creativity.
15:10 - 15:25
Creative Arts
Evaluación: Hacia una práctica efectiva en Trabajo Social.
#1586 |
Evaluación: Hacia una práctica efectiva en Trabajo Social.
Elizabeth Miranda
1
1 - Inter American University of Puerto Rico..
Summary
Evaluación: hacia una práctica efectiva en trabajo social\ presenta una discusión exhaustiva, técnicamente sólida, fácil de usar y completa sobre la metodología de investigación de un solo sistema. Enfatiza la importancia del análisis de la situación, la definición del problema para luego pasar al establecimiento de metas y objetivos.Este proceso requiere el uso de la evidencia científica para diseñar una práctica basada en evidencia, lo cual se explica en detalle, ya que constituye una herramienta fundamental en el desarrollo del plan de intervención psicosocial.Esta obra explica los diseños de un solo sistema en sus diversas modalidades con ejemplos gráficos. Se describen los diversos instrumentos de medición que pueden usarse con ejemplos para su implementación. Varios capítulos están dedicados al análisis de los resultados de la recogida de datos, así como al análisis visual y estadístico de los mismos.En su contenido hay circunstancias o problemas hipotéticos en términos de individuos y familias, incluyendo ejemplos de su aplicación a grupos terapéuticos, en los cuales se recomienda un análisis individual de sus participantes.Combina conocimientos teóricos con orientación práctica, convirtiéndose en una referencia que integra el enfoque basado\ en evidencia a la práctica para una mejor calidad en la prestación de servicios. En el contenido del libro se presenta el diseño de sistema único, para la evaluación del progreso del problema o situación atendida en cada persona.La autora aborda consideraciones éticas y la complejidad hacia la confidencialidad, el consentimiento informado y la sensibilidad cultural en el proceso de evaluación, equipando a los trabajadores sociales con el conocimiento necesario para afrontar estos desafíos éticos. A través del texto se promueve el pensamiento crítico alentando a los lectores a lidiar con diferentes puntos de vista sobre las metodologías de evaluación.\
Keywords (separate with commas)
