Résumé

Core functions of social work practitioners are to assess and intervene. When students present with mental health concerns, social work faculty may be vulnerable to blurred boundaries between educator and practitioner roles. We will identify ethical implications of tensions between these roles and explore collaborative and inclusive strategies for successful management.  As the diversity and intersectionality of student identities and populations in higher education becomes more expansive, institutional infrastructures and supports must match the diverse needs of students. Given this changing landscape, the continued impacts of a global pandemic and related grief and loss, and increasing barriers and proposed limits of academic freedom in designing and offering antiracist, diverse, equitable and inclusive academic environments, mental health support and treatment continue to be top priorities on campuses. Today's social work educators must have the awareness, knowledge, and skills to successfully navigate the tensions among demonstrating core social work values and functions, engaging in ethical practices and promoting the academic success and wellness of students. Policies and practices should be collaboratively established within programs and institutions that support social work educators in those endeavors in concert with supportive approaches for students. This workshop will explore potentially conflicting roles and risks of actions as educators versus social work practitioners. Presenters will introduce strategies to mitigate risks associated with the tension between these roles. The presentation seeks to provide participants an opportunity to examine professional identity and roles; antiracist and ethical practice in academia; identify opportunities for institutional policy development founded on joint action; and strategies that lead to program integrity and student success.  

Mots clés (séparés par des virgules)

role management; student wellness; antiracist inclusive learning environments; collaborative policy development