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

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

Summary

Our presentation seeks to provide insight into past events and current developments surrounding social work and social work education in Namibia. Our presentation covers three areas: First is a deep dive into Namibia's history, touching upon colonization, liberation struggles, and its present-day social welfare system post-independence. The second part of our presentation examines pre-independence versus post-independence scenarios for social work education with particular attention on the University of Namibia's Social Work program, as well as the challenges posed by establishing an indigenized curriculum in the program. Finally, we close with a discussion on curriculum review - concentrating primarily on how it can be adapted through localization within a developmental approach suitable for local understanding while incorporating conversations around indigenous helping processes. All these factors are underpinned by a proposed conceptual framework that synergizes with the Global Agenda for Social Work & Social Development and the Namibia National Development Plan 5 (NDP5) towards integrating Western & indigenous approaches specific to social work education and developmental welfare goals.

Keywords (separate with commas)

Social work education, Namibia, Global Agenda for Social Work

Summary

The urgent calls from Black, Indigenous, and/or Latine/x (BIL) social workers have persistently highlighted the potential harm inflicted upon communities of color through clinical social work practice. The vast majority of social work education is on cultural humility and cultural competence. Although both are beneficial practices to follow when working with communities from diverse cultures, they have limitations; further, other undervalued approaches go beyond these practices and move toward liberation. Thus, highlighting the need for psychotherapy techniques and approaches that directly or indirectly challenge sociopolitical oppression and coloniality systems. Encouraging clinicians to critically analyze hierarchies and understand the forces of power, privilege, and oppression can foster disruption and challenge coloniality, aiming for liberation. One approach often overlooked in clinical social work education is the use of Liberation Psychology to guide both clinical practice and the classroom. This approach promotes critical consciousness through dialogue, reflection, and praxis, offering a valuable tool for advancing social work education. This manuscript presents psychotherapeutic techniques and approaches to advocate for greater inclusion of liberatory practices within clinical social work education.

Keywords (separate with commas)

Clinical social workers, social work, liberation psychology, critical consciousness, clinical practice, communities of color, Latine/x communities, psychotherapies, and coloniality systems