Saturday 06 de April
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
