SWSD 2024

#0082 | International and Comparative Social Work Research in Latin America: Tapping into the Untapped Potentials

Erick da Luz Scherf ¹

1 - University of Alabama, School of Social Work.

[ver]

Summary

Introduction: Despite the considerable expansion of comparative analyzes in social work research, especially in the last two decades or so, alongside the internationalization of the social work profession and the growing importance and recognition of transnational organizations such as the IFSW and the IASSW, international and comparative social work research in and about Latin America does not seem to have drawn as much attention over the years. Despite the rich historical and cultural experiences of Latin American countries with social protection and the social work profession alike, knowledge about Latin American contributions to the development of social work as a global discipline and field of practice remains limited, especially in the social work literature published in English. Objectives: Therefore, the main goal of this research was to introduce and explore the benefits of advancing international and comparative social work research in and about the region of Latin America. A discussion on potential themes for a new research agenda is brought forward, aiming to advance the position of Latin American social work scholarship on the global stage by adopting a decolonial approach to social work scholarship. Methods: This research employs a qualitative design and a conceptual-exploratory nature. Using critical research methodologies, this work challenges the global North’s monopoly over knowledge production and it does so by revealing unequal structures within the global hierarchy of knowledge. Findings: Latin American social work theory can only gain global recognition by challenging the longstanding monopoly of the West over what is valid knowledge, in this case, what is considered ‘valid social work knowledge’. This research proposes that social work's exclusionary epistemic structure must be challenged in order to create effective roadmaps for diversity and epistemic justice within the global social work profession.

Keywords (separate with commas)

decoloniality, international, social work, Latin America, knowledge, research agenda

#0164 | Using Art Therapy with Women in Afghanistan

Dr. Angelea Panos ¹ ;

Dr. Patrick Panos ²

1 - Utah Valley University. 2 - University of Utah.

[ver]

Summary

Intimate partner violence (IPV) is one of the major health and human rights issues of our time, affecting one in three women worldwide. Despite IPV’s prevalence, limited research investigates the healing process for survivors or the efficacy of group art therapy (GAT). This study is grounded by a person-centered approach to art therapy and an interpretive method, highlighting the contextualized nature of reality. This study explored afghan female IPV survivors’ experiences of Group Art Therapy (GAT). The study involved interviews and an arts-based research component with ten participants who completed a 12-week GAT program. Researchers utilized thematic analysis, a method of uncovering key themes across the interviews, to learn how participants experienced the GAT program. The utilization of the creative arts for the treatment of mental disorders first appeared more than 50 years ago, but the last three decades have witnessed the growth of a literature describing its potential effectiveness. However, little attention has been given to art therapy delivered as part of a group therapy process for IPV adult female survivors. Research conducted with child art therapy is prolific, however, in art therapy with adults they are often intimated to create something honestly expressive. Instead they often strive for competence and are discouraged by their products. Group art therapy to enhance mental health must involve good group techniques to create safety and a therapeutic relationship but also strive to allow diverse levels of performance of expression, with no emphasis placed on quality, rather emphasizing the goal of free expression. In this study, Afghan women, oppressed by the Taliban met secretly and used art to support themselves through their grief and trauma.

Keywords (separate with commas)

Art therapy, Afghan Women, Trauma, Grief, Creative expression

#0506 | Reconsidering social work education in Namibia: Past, present, and future

Janetta Ananias ¹ ;

Nicole Bromfield ² ; Ndumba Kamwanyah ¹ ; Emmerentia Leonard ¹

1 - University of Namibia. 2 - University of Houston.

[ver]

#0953 | Expanding The Liberation Repertoire of Clinical Social Workers in the United States

Gabriel Robles ¹ ;

Maria Guevara Carpio ¹ ;

Elsa Candelario ¹

1 - Rutgers University, School of Social Work.

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#0414 | Trabajo Social: Una práctica profesional feminista

Eunice M. ¹

1 - Universidad de Puerto Rico, Recinto de Río Piedras.

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#0562 | The Winthrop Rocha Project: Confianza and Empowerment in Rural Nicaragua

Wendy Sellers ¹ ; Ginger Williams ²

1 - Wingate University. 2 - Winthrop University.

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#0930 | Women in Institutions of Higher Education (IHE): A Critical Narrative

Pamela Singla ¹

1 - Department of Social Work, University of Delhi.

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Summary

Quoting Robert Coheen (1969) in his book ‘The Human Nature of a University’\ he writes, “Universities are increasingly in the news today, not only because of student unrest and enlarging campus populations, but also because the role of universities as centers of teaching and research has been getting more pervasive.” This statement holds very true for most of the Universities around the world, including Delhi, India. India has recently introduced the New National Education Policy, 2020.\ Delhi has many prominent central, state, and deemed universities. A huge number of young people including women are enrolled in these universities. It is commonly understood that universities are typically public spaces based on the ideals of universal access and equality. Within the campuses, students and teachers interact freely thus enabling critical thinking and intellectualism. However, if the presence of women students is constantly marked by fear of unforeseen violence then the universities would fail in their discharge of the very important function for which they have been established. It is in this context that the question of violence against women in universities assumes importance. The landmark Saksham report (2013) has demonstrated that women students felt that universities do not take them seriously. Sexual harassment on college campuses has been overlooked as a courtship problem between young adults according to a study (2017). Women from north-east India face further harassment.\ The presentation reflects on women in Institutions of Higher Education (IHE) in Delhi and narrates landmark reports/ incidents since the time of the country’s independence. It discusses the struggles and challenges of women students and how it limits their spirit of freedom/equality in attaining education without fear. The presentation concludes by giving key action points to ensure a safe campus in institutions of higher learning. The presentation is based on primary and secondary research. \

Keywords (separate with commas)

University/ Universities, Higher Education, Women, Students, Safe Campus, Delhi, India

#1075 | Visioning Gender (In)equity through PhotoVoice following a Major Disaster

Mieko Yoshihama ¹

1 - University of Michigan.

[ver]

Summary

Disasters exacerbate pre-existing social inequity. Gender disparities are a case in point. In Japan, and across the globe, gender inequity persists. When a major disaster strikes, women, who have already been disadvantaged, are disproportionately affected. In what ways can feminist research and practice capture the lived experiences of women and lift and amplify their voices toward social change?\ Following the 2011 Great East Japan Disaster—a triple disaster of massive earthquakes, tsunamis, and nuclear accident at the Fukushima Daiichi Nuclear Power Plant—we initiated a feminist participatory action research project. Using PhotoVoice methodology—a participatory method involving repeated photo-taking, group meetings, and creation of voices (short written messages), the project seeks to insert women’s perspectives to promote more inclusive, gender-informed disaster policies and programs in Japan and beyond.\ Since 2011, across 10 sites, over 65 disaster affected women of diverse sociodemographic backgrounds have co-produced knowledge with researchers and local collaborators. Through their photographs and voices, participants have explicated and exposed various ways in which gendered structural inequity, social norms, and governmental policies and procedures compromised women’s livelihood and safety. They also present their visions for the future, the need for reconstruction grounded in the rights and needs of local residents. Increasingly, members have been participating in social action, obtaining certification and appointment as disaster prevention specialists, running for office and winning, and advocating for policy and institutional changes in various ways.\ Weaving through photographs and voices of project participants, this presentation discusses the gender dimensions of the disasters. While exposing the long-lasting impact of the disaster and radioactive contamination, the presentation will engage the session audience in visioning disaster resilient society and gender equity.\

Keywords (separate with commas)

gender inequity, feminist participatory action research, disaster response and reconstruction, PhotoVoice, earthquake, tsunami, nuclear accident, Japan, disaster resilient society

#1244 | Monitoring Cultural Competence in Social Work Education: A Comparative Study of Cross-Cultural Training for Social Work Student Interns in the United States and Guyana

Alicia McLaughlin ¹ ;

Monica Miller ²

1 - University of St. Francis. 2 - University of Guyana.

[ver]

Summary

In their seminal publication, Cross, Bazron, Dennis, and Issacs (1989) noted that cultural competence comprises a congruent set of skills, behaviors, attitudes, and policies that coalesce within a system, agency, or among professionals, enabling them to effectively operate in cross-cultural contexts.\ They further noted that the ethical dimension of cultural competence underscores the interplay between social work ethics and the training of social work students. It is therefore evident that the social work educational system holds the responsibility of preparing future change agents.\ \ This study, being the first of its kind, was designed to measure cultural competence associated with the training of social work student interns at two academic institutions:\ \ one in the United States of America and the other in Guyana, South America. Focus was placed on a comparison of cross-cultural relationships and a cultural match between social work student interns and supervisors with regard to the supervisory relationship, from the perspective of the student interns.\ \ Palomo and colleagues’ (2010) Supervisory Relationship Questionnaire (SRQ), was used to analyze student ratings on the following six subscales:\ \ safe base, structure, reflective education, commitment, role model, and formative feedback. The SRQ was utilised as a means of seeking to determine the degree to which cross-cultural supervision maintained cultural competence for the student intern training experience, compared to supervision that was of a cultural match.\ \ As culturally competent social work supervisors, social work (SW) student training needs to demonstrate the gold standard, making sure the experience exemplifies standards promoted in the profession.\ \ Recommendations on how SW programs worldwide can monitor internship placements as a means of promoting culturally competent learning will be presented.

Keywords (separate with commas)

social work education, cultural competency, social work training, social work supervision, social work practice, diversity

#1570 | Conceptualizing Domestic Violence in Black Communities: Fostering Violence Prevention and Well-being for Black Women, Families, and Communities

Patrina Duhaney ¹

1 - University of Calgary.

[ver]

Summary

"Domestic violence in Black communities is under-studied, under-theorized and under-resourced, which creates a lack of knowledge on how violence is experienced in Black communities. However, existing research shows that Black women are disproportionately affected by domestic violence (DV). While Black men play a vital role in disrupting and eradicating violence against Black women, there is limited research and practice interventions that engage them in identifying their roles in DV prevention and intervention. The Fostering Violence Prevention for Black Women, Families, and Communities is a four-year project aimed at DV prevention and intervention in Black communities. Guided by critical race theory, this study engages Black front-line workers, members of Black communities and community partners to ascertain best practices to advance knowledge, promote community engagement, enhance leadership capacity, and foster well-being for Black communities in Canada. This workshop is based on the findings of Phase I of the project which revealed the complex barriers in addressing and reporting DV. Results show that Black communities in Canada have used different expressions to define DV, relating it more to its physicality than its generic, Eurocentric definition. The diverse conceptualizations of DV may pose some challenges for service providers who have limited knowledge or no experience working with Black communities. This workshop will identify some of the root causes of DV in Black communities, effects of historical and racial trauma and issues reporting DV. Attendees will leave the session with a better understanding of the diverse conceptualizations of DV in Black communities, learn some of the ways in which they can mobilize knowledge around and about DV in Black communities and how best to support Black individuals affected by DV. This workshop will increase social development in the field of DV and equip social workers with tools to better support Black women survivors of DV."\

Keywords (separate with commas)

domestic violence, anti-racism, anti-Black racism, equity diversity and inclusion\

#0280 | Assess and design training curriculum on safeguarding and develop organisations' policies for Transgender Community-led Health Services.

Kath Khangpiboon ¹

1 - University of Ostrava.

[ver]

Summary

This study aimed to assess and develop safeguarding practices and policies for Transgender Community-led Health Services in Thailand, focusing on reducing HIV transmission and improving the quality of life for transgender women. Funded by international funding, it aimed to ensure adherence to ethical standards and protect program participants. The assessment identified several areas requiring attention and improvement. The\ evaluation revealed that although community-based\ organisations (CBOs) had policies to address harassment and discrimination, a specific child safeguarding policy was lacking. Additionally, while the\ organisations had a code of conduct prohibiting romantic relationships or the exchange of goods or money with clients, the need for a child safeguarding policy was identified as crucial. Training on safeguarding program participants from sexual exploitation and abuse was found inadequate, with no specific training on this topic. Although an annual meeting covered sexual exploitation and conflict of interest, new staff members, including an outreach officer, had not received training. The recommendation was to provide access to an eModule on safeguarding program participants and develop a dedicated training course on sexual exploitation and abuse. In conclusion, the assessment highlighted the need to improve safeguarding practices within Transgender Community-led Health Services in Thailand. Key recommendations included developing a child safeguarding policy, implementing reference and background checks in the recruitment process, addressing sexual exploitation and abuse in vendor policies, providing specific training, and establishing protocols for investigations and corrective actions. Addressing these gaps and needs would strengthen the safeguarding policies and protect program participants.

Keywords (separate with commas)

Transgender, Safeguarding, Community-led Health Services.

#0298 | Storying ‘Good Mothers’: Using Creative Arts-based Practice to Deconstruct Ideologies of Good Mothering

Christine Walsh ¹ ; Hee-Jeong Yoo ² ; Miheala Slabe ¹

1 - University of Calgary. 2 - Alberta Health Services.

[ver]

#0451 | Questioning and finding my own identity: An autoethnography

Pratiksha Ghimire ¹

1 - University of the Sunshine Coast.

[ver]

Summary

This autoethnographic presentation explores the personal and professional journey of a female researcher within her own research on Nepali women and social work. In this, I explain the challenges and struggles of women while doing research about women. While commencing my research journey, I thought I would be a subject (knower) and Nepali female social workers who I was going to interview with would be an object (known) in the research. But, surprisingly, given my own gender and affiliation to Nepali society and culture, I discovered I am both the subject and the object in my own research. And hence, using an autoethnographic approach, I present my own experiences, perspectives, and narratives. Although, in the beginning I assumed my social and economic privilege would position me in higher status, but as I continue to interact and interview with my female participants, I found the experiences, identities and patriarchal struggles to be rather similar than different in both personal and professional lives. The literature review and my preliminary findings concurred with my experiences as a Nepali woman and highlighted the impact of societal expectations as a ‘female’ in Nepali society is so enormous that heavily shapes how she thinks, behaves and present herself within family and social boundary. With such shared experiences, I reinvigorated my ‘self-identity’ with which calls for reflexivity and self-awareness in transformative practices that challenge dominant systems perpetuating inequalities in Nepali society. The prevalent unequal footing needs addressing through increased self-actualization of their own identity. In conclusion, this journey has been rewarding as well as a learning experience indicating shared reality of being a Nepali woman with my own research object.

Keywords (separate with commas)

Gender, social work, qualitative research, autoethnography, Nepal.

#0804 | Diversified Families: Expanding the Imagination of Family Social Work in Mainland China

Xiaowei Long ¹ ; Ying Liu ²

1 - University of Essex. 2 - Northwest University.

[ver]

#0778 | Promoting Well-Being and Violence Prevention Within Collectivist Cultures: A Community-Based Well-Being Group for Men

Liza Lorenzetti ¹

1 - University of Calgary.

[ver]

Summary

Violence against women (VAW) is a pervasive social issue in Canada that transcends socio-cultural, faith, and economic groups. While the participation of men is an essential part of prevention efforts, there is insufficient understanding of the services, supports, and capacities that men need for more nurturing relationships and a greater sense of well-being. Services and supports promoting well-being, healthy relationships, and violence prevention are most successful when culture, faith, language, and community are centered within the approach, fostering meaningful engagement. To achieve meaningful and impactful change, training and capacity-building efforts can equip leaders from across cultural and other diverse experiences to implement culturally relevant supports and services and ensure their accessibility.\ The Men's Well-being Group\ (WBG) offers a\ 10-module peer support program that engages men in conversations about well-being, healthy relationships, gender equity, domestic violence, and systemic racism as a primary approach to domestic violence prevention. Developed as a community initiative by and for Spanish speaking (Latino) Canadians, WBG participants shared that providing men with culturally appropriate spaces is essential to enhancing their well-being and fostering healthy relationships. According to evaluations from the first group, participants were able to build ties with other men, reduce barriers to accessing supports, and identify and improve communication and relationships with family members. Building on this initial feedback we launched\ a facilitator training program for the WBG that involved men community leaders from the Bhutanese, Filipino, Iranian, Nepali Canadian communities. The trained facilitators were then supported to lead men’s WBGs within their own communities as peer mentors.\ In this presentation, we share the story of the men’s well-being groups, and discuss the potential of the experiential and evidence-informed community practice.

Keywords (separate with commas)

violence against women, violence prevention, mens well-being, culturally relevant supports\

#1439 | Included but Excluded: The Experiences of Transgender Students Attending Institutions of Higher Education

Shauntisha Pilgrim ¹

1 - Morgan State University School of Social Work.

[ver]

Summary

While college campuses have made strides in cultivating an inclusive environment, current initiatives often fall short, particularly regarding the lived experiences of LGBTQ+ students, specifically transgender students. Changes such as incorporating gender-neutral bathrooms or adding the word 'inclusive' in mission statements are not enough when the underlying systems remain essentially unchanged. The impact is particularly severe on transgender students, who face elevated stress levels due to discrimination and marginalization (Knutson et al., 2022). Such policies not only cause emotional distress but can also discourage enrollment and impact academic success (Seelman, 2014).To make true progress, colleges and universities must make structural changes aimed at eradicating the stressors that negatively affect transgender students. These changes must move away from a binary understanding of gender if educational institutions are to be genuinely inclusive (Seelman, 2014). One way to achieve this is by adopting trauma-informed approaches that allow for individualized, sensitive handling of student identities.\ To transform educational environments into safe, inviting, and inclusive spaces for transgender students, institutions can utilize the Substance Abuse and Mental Health Services Administration's (SAMHSA, 2014) trauma-informed approach. This framework is organized around six key principles: safety, trustworthiness and transparency, peer support, collaboration and mutuality, empowerment, as well as voice and choice, and attention to cultural, historical, and gender issues (SAMHSA, 2014).Understanding the lived experiences of transgender students becomes a vital cornerstone for instigating systemic changes that foster inclusivity.References:Knutson, D., et al. (2022). Transgender Students and Stress: The Impact of Discrimination and Marginalization in Higher Education. Journal of College Student Development, 63(2), 215-230.Seelman, K. L. (2014). Recommendations of transgender students, staff, and faculty in the USA for improving college campuses. Gender and Education, 26(6), 618-635.Substance Abuse and Mental Health Services Administration (2014).\ SAMHSA's Concept of\ Trauma and Guidance for a Trauma-Informed Approach.\ \ \

Keywords (separate with commas)

Inclusive, diversity, transgender students, higher education

#1453 | Deaf and Hard of Hearing Women's Intimate Partner Violence Victimization: Addressing Barriers to Unique Safety Needs and Help-Seeking Behaviors

Chelsea Hood ¹

1 - Howard University.

[ver]

Summary

In recent years, extensive research has garnered attention around the widespread concern of intimate partner violence (IPV). Although IPV affects individuals from all demographic and socioeconomic backgrounds, there is a lack of intimate partner violence research tailored to IPV victimization in the Deaf and Hard of Hearing community. Sadly, Deaf and hard-of-hearing women experience higher rates of IPV than hearing women, yet community-coordinated responses and support services are scarce for this population. Therefore, it is paramount to identify and describe existing barriers that cause perplexities when providing resources and services for Deaf women. Appropriateness of IPV-specific services for Deaf survivors is essential for their safety and well-being. Disability-specific abuse creates additional challenges for Deaf and hard-of-hearing women. With that said, hearing-dominated organizations and agencies must be informed about the abusive tactics of perpetrators, whether Deaf or hearing individuals and how this translates to help-seeking behaviors for the survivors. Language is a constant barrier to communicating with Deaf survivors properly. As a result, there is limited information exchange about unhealthy relationship behaviors, access to legal resources, housing, financial assistance, mental health resources, and more.\ On the other hand, it is habitual that service providers do not specialize in IPV-specific services for Deaf survivors. Still, they are utilized through a generalized lens through which providers are available to address the comprehensive needs of Deaf clients. Moreover, research findings suggest that diversifying the intervention and prevention efforts for disability-specific IPV will better address the safety needs of the survivors. This presentation will discuss implications for future innovative strategies that will enhance the overall quality of services for Deaf and hard-of-hearing women survivors of intimate partner violence.\

Keywords (separate with commas)

Deaf victims, intimate partner violence, disabilities\

#1470 | Female Violence Against Males: An Examination of Police Data

Susan Scott ¹ ;

Angela Hovey ¹

1 - Lakehead University.

[ver]

Summary

Until recently, intimate partner violence (IPV) by women towards men was thought to be rare. The current literature indicates that female violence occurs in about 20% of the total IPV situations. The presentation examines IPV calls responded to by police in a small to medium sized Ontario community between January 2012 and November 2014. The Domestic Violence Supplementary Report criminal code forms data included 260 of 985 (26.4%) total calls where charges were laid against females. Police-identified risk factors commonly associated with male-accused IPV were compared relative to female-accused IPV. Males tended to be charged more frequently and with more serious offences. Further, for accused males, police tended to check off more risk factors and the same risk factors at higher rates than they did for accused females. However, risk factors of exhibiting externalizing behaviours, recent separation or change in the relationship, and experiencing stress tended to be identified more frequently for female-accused persons. Many feminist theorists and social workers have tended to view female violence as a response to the conditions of patriarchy and an attempt to deal with the violent behaviours of their male partners; however, the results challenge this perspective along with some feminist theorists who acknowledge not all female violence is based on self-defence or retaliation. Female-accused IPV should be contextualized in a gendered or feminist analysis as it does differ from male-perpetrated violence. Nonetheless, these results can help us consider the implications for social workers working with situations of female-accused IPV.\ Recommendations are made regarding the implications of gender for risk factors in criminal cases, police response to these calls, and for social workers working with situations of female-accused IPV.

Keywords (separate with commas)

domestic violence, female violence against males, risk factors

#0246 | Trauma-informed Care: A residential social service (RESTORE) for the empowerment of youth-at-risk

Ko-ling Edward Chan ¹ ; Camilla Lo ¹ ; Lu Yu ¹

1 - The Hong Kong Polytechnic University.

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#0998 | Social Policy Implications for a Restorative Prisoner Re-entry Process

Joanna Simpson ¹

1 - University of the West Indies, Mona Campus.

[ver]

#1411 | Tragedy to Triumph: Dimensions of Social Work Interdisciplinary Disaster Psychosocial Response for Excellence in Service of Health Equity

Anthony Johnson, PhD ¹

1 - National Institutes of Health - US Public Health Service.

[ver]

Summary

Abstract:All of us experience tragedy and distress directly or indirectly as a by-product of living. Though the impact of such can be devastating, life-altering, and traumatic, we are capable of healing that promotes post-traumatic growth and resilience. Our psychological and emotional resilience can be strengthened through unified connection which in essence is induced through the engagement of first responders. Social workers have been elevated for utilization of their expertise within the interdisciplinary response operational structure to disaster missions and diverse crisis response efforts. The themes of culture, diversity, and humility are at the forefront of disaster response and ultimately drivers of strategic planning for interventions and recovery. The scope of culture and diversity as an umbrella is varied and assessed by researchers as complex. The session is dedicated to disaster and emergency response through the lens of cultural humility and psychosocial tenets to equipping social workers, clinicians, healthcare professionals, administrators and researchers with tools to address inequities and health disparities through their service on the frontlines assisting to improve well-being and life for vulnerable populations and all humankind. Dr. Johnson as a uniformed service officer deployed to and serving in multiple disaster response missions including hurricanes, suicide clusters, floodings, and the pandemic will infuse evidence-based perspectives to delineate effective approaches in disaster response and preparedness which promote service excellence and health equity. Participants will leave the session with greater evidence-based insight into 1) the relationship between leadership, diversity, and cultural awareness as a model of effectiveness in achieving health equity for a global society and 2) how disaster preparedness, crisis recovery, and our overall social and health outcomes are interconnected; thus feeling invigorated and inspired to utilize the psychosocial dimensions of cultural humility to reverse the tide of inequity and enhance health services and life for all.\ \ \

Keywords (separate with commas)

disaster response framework; cultural awareness and crisis response; cultural humility in emergency response; psychosocial tenets of disaster response; health equity; social work emergency preparedness; interdisciplinary psychosocial operations; leadership in crisis response\

#1588 | In times of crisis, what role does the suffering of healthcare workers play? What alternatives can be offered?

Jean-Pierre Béland ¹ ; Louise CARIGNAN ¹

1 - Université du Québec à Chicoutimi.

[ver]