Summary

This presentation will present a new model for Spiritually Informed Care (SIC), which was developed out of a study aimed at understanding how organizations can respond to those who have experienced child sexual abuse (CSA). SIC integrates spirituality and the principles of trauma-informed care (TIC), while seeking to provide a holistic approach to those who have experienced CSA. The study included participants (n=76) who took part in an international symposium focused on this topic and responded to an online survey with open-ended questions. Researchers conducted a thematic analysis of the qualitative data from which three themes emerged: negative impacts, direct response, and institutional changes. Participants emphasized the need for providers to understand CSA’s negative impacts to faith and the unique harm this does by disrupting connection to what would otherwise be a spiritual resource for healing. They described a range of direct responses needed tailored toward addressing spirituality. Lastly, several participants called for broad institutional reforms from religious institutions. The SIC model emerged based on these findings, which indicated the need for organizations to go beyond TIC and also approach spirituality with care, particularly for those who experienced faith-related harms. This presentation will include concrete examples for how social workers across multiple levels of practice can use SIC within their organizations to provide optimal care for all of their clients, regardless of their faith backgrounds, including those without a faith tradition. This presentation is directly connected to the subtheme of the conference related to social work development in mental health and spirituality. Its unique combination blends these larger subthemes and can be applied to various contexts across social work practice settings.

Keywords (separate with commas)

child sexual abuse, spirituality, mental health, organizations

Summary

In the Latino population, there has been a 50% increase since 2000 for adolescent males and a 56% increase among adolescent females attempting suicide (Villatoro et al, 2014). Research indicates that cultural norms such as familismo, machismo, maranismo, la vergüencia, el que dirán, and respeto, can act as obstacles for some families to look for help outside the family (Hsu et al., 2013).\ \ Not talking about the tragedy, discouraging family members from seeking support, and lack of ability to cope with negative life events are predictors of suicide risk in Hispanics (Chang et al., 2010). The presentation will feature data and a film written from the qualitative interviews held with Latino survivors of suicide loss (SOSL). The interviews provided the basis for the development of a cinematic approach to increasing understanding and awareness of the traumatic process of dying by suicide. Using themes from the interview, a 12-minute film.\  Art has a way of captivating an audience and spark conversations on sensitive topics. Films can help spread awareness of mental health, suicide, and emotional pain. Conversations on emotional pain may be a challenge in some cultures. The Narrative Engagement Framework can draw an audience in with sensitive topics (Miller \& Hecht, 2014). The characters' story of pain, suffering, and loss sheds light on societal and cultural views of healing. \ It may also help to increase awareness of personal biases and beliefs. Objectives:Art and the Narrative Engagement Framework can captivate an audience and start conversations about stigma and cultural norms that hinder the healing journey for Latino Survivors of Suicide Loss (SOSL). Be able to analyze how film may aid in culturally shifting responses to prevent further trauma for bereaved survivors.Films can raise awareness of unconscious behavior affecting individuals, families, and communities. Create culturally sensitive therapies for Latino Survivors of Suicide Loss.\ 

Keywords (separate with commas)

Culture, Traumatic Grief, Art, Sensitive Topics, Begin the Conversation, Healing, Latino population.\ 

Summary

Although social justice is recognized as a core value shaping the curricula of social work programs, translating social justice values into teachable social work education content requires thoughtful curriculum planning . Scholars note an ongoing tension between developing professional social workers through evidence-based, competence skill training versus promoting social justice-oriented social workers through activism, advocacy, and policy development.\ Furthermore, discussing\ what to teach for social justice education amidst changing priorities and how to teach social justice-related content has been an ongoing pedagogical challenge in social work education. It is invaluable for social work educators to have more information about lessons learned from teaching experiences in translating social justice values and principles into teachable curricula.\ This presentation aims to explore social justice and diversity education in Canadian schools of social work.\ Using an online survey,\ we invited\ faculty members\ to share their teaching experiences in social justice courses. Participants included 24 faculty members who have taught either undergraduate or graduate students in accredited social work schools across Canada. \ Findings revealed various characteristics of social justice and diversity courses, and main themes around challenges and supports in teaching social justice and diversity courses. Three challenges include: (1) insufficient time to cover social justice and diversity topics with enough breadth and depth; (2) addressing students’ affects and preconceived ideas; and (3) Increased burden for faculty members identifying as Black, Indigenous, and people of colour teaching social justice focused courses. Participants described three areas that need to be strengthened to teach social justice and diversity courses including (1) integrating social justice content across all micro and macro courses, as well as practicum; (2) creating a space and culture of community of practice (CoP) for social justice education and ongoing faculty training; and (3) institutionalizing social justice education for the professional accreditation of social work education.

Keywords (separate with commas)

social justice education as social action, pedagogical challenges and rewards, Canadian social work education\