samedi 06 de avril
04_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_03
Media Advocacy and the Social Work Curriculum - Teaching Students to Live and Lead in a Global World
#0489 |
Media Advocacy and the Social Work Curriculum - Teaching Students to Live and Lead in a Global World
Laura Lewis
1
1 - University at Buffalo, State University of New York.
Résumé
Where global issues are concerned, media literacy - the ability to critically analyze media for accuracy, credibility, or evidence of bias - and media advocacy - producing media to effect action, influence policy, or alter the public's view of an issue - are timely. The digital revolution has led to growing concerns over media accountability, and contributed to the spread of disinformation. When engaging with global issues, media coverage is often rife with distortions. Media coverage of Haiti, as one example, includes narratives that reproduce racial stereotypes, and which fail to consider social problems in their broader geo-political context (Ulysse, 2010; Potter, 2009; Balaji, 2011). Social Work students must learn how to recognize superficial representations of global issues, and of other regions of the world. They must understand how these misrepresentations can negatively shape public perception, and affect foreign aid and other policy decisions. According to Chitat, Chan and Sage (2020), social work students can use media advocacy to better inform and educate communities, influence public policy, and create participatory action. Unfortunately, there is little attention to media literacy and advocacy in social work programs (Lens, 2002). This workshop presents a newly developed toolkit for teaching students how to analyze, evaluate and ultimately produce media messages about global issues that are sufficiently nuanced, demonstrate interconnection among the countries, and that keep sight of local perspective. Resources were designed to help students cultivate media literacy, and practice skills to engage in media advocacy, so that as new practitioners they can join the public conversation about their fields of expertise, and advocate for social change efforts. Development of the online toolkit was made possible in part with funding from the Katherine Kendall Institute.
Mots clés (séparés par des virgules)
advocacy, media advocacy, social work, online toolkit, global issues
11:15 - 11:40
Area_03
The New Macro Social Work Literacies: Developing Digital Competencies for the Future
#0727 |
The New Macro Social Work Literacies: Developing Digital Competencies for the Future
Jimmy Young
1
1 - California State University San Marcos.
Résumé
Social movements, activism, advocacy, and macro social work, in general, have all been impacted by the rise of social media and various digital technologies. The social work literature has exploded with books, articles, and trade publications being devoted to the topic. The expectation among students to become digitally competent professionals has been discussed in the literature and many recognize the need to infuse these technologies into social work education and practice in ways that can build technical competence, social and cultural competencies, and digital literacies. The purpose of this workshop is to differentiate between the concepts of digital and media literacies as they apply to macro social work practice and education. The New Macro Social Work Literacies leverage digital and new media literacies skills to develop digital technology competencies and transform the future. Participants will learn about leveraging the participatory culture of social media to understand how social movements create change. Participants will gain insight into how future technologies disrupt social development in positive and negative ways and how social workers can respond to these disruptions. Participants will gain knowledge about specific skills and strategies that are needed to engage in advocacy now and in the future. Through this workshop participants will be able to help develop the requisite technical, social, and cultural competencies to be ethical and effective social workers. Digital literacies need to move beyond the skills of critical analysis to build the capacity for engaging, understanding, and communicating with others in a genuine, authentic, and ethically appropriate manner. The New Macro Social Work Literacies\ are as much about understanding the how as they are about understanding the why. In this way, the future of social work and social development can be positively impacted and more equally distributed.
Mots clés (séparés par des virgules)
Digital Technology, Competencies, Social Media, Social Action
11:50 - 12:20
Area_03
Improving the transition from education to employment for New Social Workers: European perspectives, concerns
#0192 |
Improving the transition from education to employment for New Social Workers: European perspectives, concerns and recommendations
OMAR MOHAMED
1
1 - IFSW Europe.
Résumé
This presentation will outline the International Federation of Social Workers European Region Project focused on New Social Workers. This presentation will explore the background, process and findings of this international research project spanning across 31 European countries and including almost 1,000 New Social Workers across Europe to improve the transition from education to employment for New Social Workers, benefiting both social work education and practice. Recognising that the future of the profession is with new workers and students, IFSW Europe started a project where each professional/member organisation of IFSW Europe was encouraged to nominate a ‘new social worker’ (defined as a final year student or a worker in the first five years of their career). These new social workers have been meeting together regularly and have progressed the project significantly. They used a research approach called collaborative autoethnography to share ideas through their lived experiences. This led to the group designing, translating and distributing a survey as well as undertaking follow up interviews to explore the experiences of almost 1,000 new social workers across Europe. This interactive presentation will share the project findings, discuss the forthcoming IFSW Europe academic paper on new social workers, and outline advice and recommendations for new social workers, social work educators and employers involved in this transition. The presenters will go through the context, methodology, findings, discussion and conclusion. The presenters will focus on exploring the themes that emerged from this project and lead into a discussion session on these themes for the potential of rich discussions on how the transition from education to employment can be improved for new social workers across Europe and globally
Mots clés (séparés par des virgules)
new social workers, early career social workers, new generation, transition, education, employment
12:20 - 12:50
Sub_17e
Partnering with Men in Addressing Domestic Violence Solution
#0670 |
Partnering with Men in Addressing Domestic Violence Solution
Ben Ang
1
1 - THK Family Services.
Résumé
Introduction\ The birth of Brotherhood in 2019 is a response to meet the rise of domestic violence and a lack of program to work with men who caused harm. The post covid-pandemic has shifted the groupwork landscape. Currently Brotherhood has been held in hybrid mode since April 2022 \ \ FrameworkBrotherhood aims to change the dominant disclosure of a perpetrator to a better man, and collaborator with reference to Duluth and narrative framework. It has 12 group sessions with the following objectives:-Gain INSIGHT\ towards what drive their aggressive behavior\ -Take RESPONSIBLITY towards their violent acts\ -Improved ability in EMOTIONAL REGULATION\ -REPAIR RELATIONSHIP\ \ Community intervention\ Besides the 12 group sessions, Brotherhood creates opportunities for suitable participants in advocating for a violence-free relationship.Completed partnership projects:Respect Webinar (2021)-\ 20 brothers became our Respect ambassador, and each will invite 5 guests to the webinar and share about respectful relationship\ 5 Video (2021, 2022, 2023)-6 brothers shared their transformation journey and also to encourage men to step forward.Their video production was in partnership with various stakeholders\ \ \ \ \ \ \ Video link:1.\ \ \ \ https://www.youtube.com/watch?v=bGw4pkNFY_w\&t=23s2.\ \ https://www.youtube.com/watch?v=jn6ElhMCFIs\&t=517s3.\ \ \ https://www.youtube.com/watch?v=2bZLkip1j0I4.\ \ https://www.youtube.com/watch?v=l2QyoEQhCXk\&t=38s5. https://www.youtube.com/watch?v=dH0jfmWOruk\ 2. 5 Podcasts \ (2022)-A total 10 brothers took part where they share about their change journey and to encourage men to step forwardPodcast link:a.\ \ \ https://www.youtube.com/watch?v=gOsHKQsdDl4b.\ \ \ \ \ https://www.youtube.com/watch?v=00Z_3iRNWtQ\&t=654sc.\ \ \ \ \ \ https://www.youtube.com/watch?v=K1ya9HkUH8M\&t=887sd.\ \ \ \ \ https://www.youtube.com/watch?v=XJU14l6yVjQ\&t=1se.\ \ \ \ \ https://open.spotify.com/episode/2UYtAKrQmQ9BGQtw78u3PI\ 3. National Family Violence Symposium (2022)- Brotherhood was invited for Family Violence Symposium. We composed and performed “A Better Man” song to over 500 social work practitioners. We have a booth, and also conducted a workshop together with 2 participants.\ \ 4.Prison group (2023)-11 brothers took turns conducting weekly group counseling with inmates who committed violence.-The inmates made 2 handmade cards to Brotherhood after the session.\ \ \
Mots clés (séparés par des virgules)
Domestic Violence; perpetrator; Men who caused harm; Partnership; Brotherhood; Collaboration
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_05
Building - Resilient, Diverse, Inclusive Mental and Behavioral Health Care Workforce
#0391 |
Building - Resilient, Diverse, Inclusive Mental and Behavioral Health Care Workforce
Tanya Greathouse
1
;
Julie Clockston
1
;
Lori Darnel
1
;
Dawn Matera Bassett
2
;
Eileen Starr
1
;
Susan Archuleta
1
;
Susie Ryder
1
1 - Metropolitan State University of Denver.
2 - Metropolitan State University of Denver.
Résumé
Social Work, as a profession, works across the boundaries of individuals and their environments, including families, schools, organizations, communities, cultures, and economic systems.\ To serve the needs of an increasingly diverse population, it is imperative that\ Social Workers take measures to increase racial and ethnic diversity among mental and behavioral health practitioners. Practitioners who share a racial, ethnic, socioeconomic, or cultural background with the populations they serve are better equipped to build curative relationships.\ Social workers provide services to the most vulnerable, and often marginalized, individuals and families in our communities. In addition to providing direct intervention to persons (families, groups, and communities) in need, social workers also work to prevent or mitigate the many causes and contexts that may perpetuate harm or impaired ability to function. Competent social workers understand the richness of intersectionality, how power and oppression inform social work practice, and the generalist practitioner’s charge to provide structurally accurate and culturally conscious assessments and interventions. To that end, social workers must engage in; self-introspection, support interrogation of social issues that affect our client systems, engage in strategies to mitigate vicarious trauma when working with complex systems while promoting inclusivity and belonging and competently facilitate critical conversations.\ “We view cultural consciousness as an ongoing and dynamic developmental process with no endpoint—one that requires active, critical, and purposeful engagement on the part of the social worker entering the helping relationship” (Azzopardi \& McNeill, 2016).\
Mots clés (séparés par des virgules)
Social Work, Mental and Behavioral Health, Diverse, Inclusive, Workforce, Resilience
15:10 - 15:40
Area_05
Child-friendly justice in Romania
15:50 - 16:20
Area_06
How Eco-Grief; Climate Anxiety Effect Mental Health
#0308 |
How Eco-Grief & Climate Anxiety Effect Mental Health
Michael Cronin
1
1 - Monmouth University.
Résumé
How interlinked are climate change and mental health? Very much so. An increasing body of research suggests, prompting questions about how we can tackle the relationship of two of the greatest crises of our times. Mental health is a global crisis; in 2020, almost a billion people were reported as living with a mental health condition. Climate change is only exacerbating this critical issue. Eco-grief refers to the anguish and despair we feel when the places we live in and love deteriorate, along with these places’ ability to provide us with solace (Spencer-Jolliffe,
Nonprofit Quarterly, 2023). It is widely recognized that social workers are informed by the person-in-environment perspective. It is recent that social work has re-embraced its focus on social, economic, and political environment with the natural environment. Clinical social workers are beginning to see increased emotional distress about the impacts of climate change. This workshop will explore the prevalence and treatment of climate related mental health issues. It will define and compare such terms as eco-grief, eco-anxiety and solastalgia, “a longing for a home community that has been shifted by climate change to go back to the way it was before”. (Macruder,
Social Work Today, 2023). These new terms speak to the impact of our broken relationship with the planet on humans’ mental health. Along with clinical social workers, those involved in human rights and social justice work have also been concerned and involved in these related mental health issues as they fight for climate justice. Globally, mental health advocacy needs to pay attention to the voices being missed. Social workers have a unique and powerful role in influencing individuals and communities, the public, and policymakers on mental health and climate change. Leadership, education, awareness, communication, and advocacy are key components in motivating engagement and action on solutions.
Mots clés (séparés par des virgules)
eco-grief, climate anxiety, climate change, mental health
16:20 - 16:50
Area_07
Confronting Anti-Blackness in Social Work Education and Practice by Employing; HUSSW's Black Perspective
#0596 |
Confronting Anti-Blackness in Social Work Education and Practice by Employing HUSSW's Black Perspective
Sandra Kalu
1
;
JaNeen Cross
1
;
Gloria Cain
1
;
Kendall Moody
1
;
Cudore Snell
1
1 - Howard University.
Résumé
Anti-Black racism in the United States of America is pervasive and dangerous and has historically informed institutional structures, policies, and interpersonal relations, leading to several adverse outcomes in the Black community. Unfortunately, the social work field has been involved in perpetuating Anti-Black racism by supporting and engaging in harmful policies and practices. To effect meaningful change and prevent harming clients, social workers must understand positionality, power, privilege, and oppression and how it impacts their practice and intervention. CSWE suggests that for this to be possible, educational institutions must provide students with opportunities to explore the critical problems of anti-racism and understand how racism and oppression shape human experiences (CSWE, 2022). Howard University’s School of Social Work has long encouraged students to critically explore the impact of oppressive systems and structures on marginalized communities by applying the Black Perspective. The Black Perspective, a philosophical stance that serves as both a framework for curriculum development and “a lens through which Black life and experiences can be viewed and understood” (Gourdine & Brown, p. 76), allows for a more comprehensive and responsive underpinning for the analysis of societal circumstances, specifically for what it means to be Black in America. This workshop will highlight the benefits of incorporating the Black perspective into curriculum development and practice. Presenters will explain how the Black perspective has been incorporated into foundational social work courses and practices. Then, participants will apply the Black perspective to case studies. To promote a practice of making meaning of their learning, presenters will engage the audience in critical reflection on how to use the material in their practice. By implementing HUSSW’s Black Perspective into the social work education curriculum, students can critically analyze issues of oppression and discrimination from a cultural lens, which questions Anti-Blackness in both the curriculum and profession.
Mots clés (séparés par des virgules)
Black perspective, power, oppression, Anti-Blackness, marginalized communities
17:00 - 17:30
Area_07
Hmong and Latinx Communities in Central Valley: Preparing Future Students Through Specialized Training
#0632 |
Hmong and Latinx Communities in Central Valley: Preparing Future Students Through Specialized Training
Candy Madrigal
1
;
Brett Shelton
2
;
Marcus Crawford
1
1 - Fresno State University.
2 - Native American Rights Fund.
Résumé
California has an overall behavioral health professional (BHP) shortage. This shortage substantially varies by region, with the Central San Joaquin Valley (CSJV) having a severe BHP shortage. The availability of BHP falls even shorter for Latino/Hmong communities due to a lack of cultural/linguistic understanding. Integrated models incorporate BH and primary care with historical/lifetime trauma, and the intersectional variations from developmental and multisystem perspectives, but are limited for children, youth, and transitional age youth among target populations.This workshop will discuss the specialized training provided to students preparing them for practice with the Latino/Hmong communities to recognize and celebrate their cultures. The workshop describes project components that enhance students’ opportunities to produce well-qualified BHPs to deliver culturally responsive services to Latino/Hmong populations in the CSJV. The project had three goals, while this workshop will focus on presenting the second goal: Expanding BH curriculum with responsive, culturally sensitive, and diverse approaches.The approach includes reducing financial barriers, creating new opportunities for engagement among faculty, students, and community, enhancing the existing curriculum with best-practice models, teaching culturally-sensitive BH content that includes the intersection of culture, integrated BH, and relevant cultural terminology and concepts; and integrating didactic experiential training activities and innovative recruitment efforts to improve student understanding of cultural needs of the community. Hosting a job fair exposes students to the opportunities and needs of Latino/Hmong populations in the community. This project reduces the BHP shortage in Latino/Hmong communities in CSJV, which benefits from culturally responsive BHPs who provide services to rapidly growing minority populations in the region. This program is innovative and timely for our region, not only because of the large number of Latino/Hmong households, but also because of the region’s high prevalence of health and behavioral health disparities.
Mots clés (séparés par des virgules)
Keywords: Latino, Hmong, Behavioral Health, Cultural Sensitivity, Responsiveness, Diversity
17:30 - 18:00
Area_11
Bhutanese Residents to Meet the Challenge of the Global Pandemic of COVID-19
#0148 |
Bhutanese Residents to Meet the Challenge of the Global Pandemic of COVID-19.
Dr. Angela Kim
1
;
Selina Shrestha
1
;
Deirdre Spelman
1
1 - Marywood University.
Résumé
Description: The global pandemic COVID-19 caused millions of people to become ill, be hospitalized or die. Healthcare disparities, economic\ insecurity,\ and the gap of social services at the peak of Covid-19 led minority groups to disproportionately represent a high number of infections,\ deaths\ and health disparities\ compared to the White population. \ Additionally, the Asian American population\ experienced bullying, discrimination, blame, and attacks by none-Asian individuals and groups due to a misbelief Asians are responsible for bringing Covid-19.\ A Bhutanese minority group\ living in Northeast, PA initially entered the U.S. as refugees. They\ have been struggling with language barriers, lack of connection with the community at large,\ geographic isolation, difficulty using the\ transportation system, economic insecurity and unfamiliarity with the U.S culture and\ health care\ system\ even before the global pandemic of Covid-19.Research study methodology and findings: Two Social Work\ faculty members of a local university School of Social Work completed a qualitative study\ to understand the subjective views of Bhutanese residents’ experience during the peak of the global pandemic, COVID-19\ in Northeast, PA.\ Through the\ purposive sampling methodology,\ fifty samples\ (bilingual\ Nepali\ \&\ English\ community leaders and Bhutanese\ residents)\ participated\ in \ telephone interviews, from October 2020 to January 2021.\ The Bhutanese\ residents identified challenging needs in the areas of language barriers, unemployment, multigenerational living, and\ shared their coping\ strategies to overcome hardship of Covid-19.\ Implications to Social Work Education:\ this study\ demonstrates: 1) a long-term commitment of an interprofessional collaborative action with community organizations\ is necessary for\ closing\ the gap of social and health care disparities among minority populations; 2) the development of culturally and linguistically appropriate\ medical information\ for none-English speaking groups; and,\ 3) a long-term commitment between university-community to\ provide\ diversity, equity, inclusion and anti-racism workshops\ for students, faculty, staff and community to address systemic inequalities.\ \ \ \ \ \
Mots clés (séparés par des virgules)
Bhutanese refugees, Challange of the Global Pandemic of Covid-19, University-Community Collaboration, Diversity-Equity-Inclusion Training
