SWSD 2024

#0514 | Examining health impacts from multiple disaster exposure: Analyzing the role of socio-demographic characteristics and disaster preparedness

Clare Cannon ¹ ;

Regardt Ferreira ² ; Fred Buttell ²

1 - UC Davis. 2 - Tulane University.

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Résumé

Disasters caused by extreme weather are increasing in frequency and severity due to climate change increasing the likelihood that more people will experience multiple disasters in their lifetimes. Yet not much is known about factors that may be associated with multiple disaster exposure and their attendant health impacts. The purpose of this research was to examine the relationship between socio-demographic characteristics and disaster preparedness on both multiple disaster exposure and perceived stress, for residents at risk of experiencing multiple disasters. Binary logistic regression was conducted using primary survey data collected from 2020-2022, which captured two hurricane seasons (n = 807). Two models were run, one with repeated disaster exposure as the dependent variable and one with perceived stress as the dependent variable. Independent variables in both models included sociodemographic characteristics (i.e., age, race, gender) and disaster preparedness. Results indicate respondents who have previously prepared for disaster were more likely to have experienced multiple disasters, while those who identified as White were less likely to have experienced multiple disasters than those who did not identify as White. Results also indicate that women, younger respondents, and those with less education experienced high levels of perceived stress. These findings provide insights into factors that are associated with multiple disaster exposure, including the linkage between disaster preparedness and multiple disaster exposure as well as socio-demographic characteristics including gender that are associated with higher levels of perceived stress for those at risk of experiencing multiple disasters.

Mots clés (séparés par des virgules)

Disaster Preparedness, Climate Change, Stress.

#0793 | Living Online Post-Pandemic: Continuing the use of Online Social Services after Covid-19

Kaycee Bills ¹

1 - Saint Marys College.

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#0910 | Social policies within the scope of social services in combating food and nutritional insecurity: a study on the Prato Cheio program in Brasília, Brazil

Ana Carolina Nunes Renault Monteiro ¹

1 - Universidade de Brasília.

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Résumé

In the context of Post-Pandemic Social Work and Social Development, this research delved into the realm of social policies addressing food and nutritional insecurity. Conducted within the Secretariat of Social Development in Brasília, Brazil, the study primarily centered on the discourse surrounding the "Prato Cheio" program.The aftermath of the pandemic emphasized the pressing need to reevaluate and enhance social welfare strategies, particularly those aimed at tackling food and nutritional insecurity. The "Prato Cheio" program emerged as a significant focal point in this regard. This research sought to understand the program's efficacy and relevance within the shifting landscape of post-pandemic challenges.Through a multidimensional approach, the study critically examined the facets of the "Prato Cheio" initiative. It scrutinized the program's design, implementation, and outcomes, shedding light on its strengths and potential areas for improvement. By synthesizing quantitative data on beneficiaries and qualitative insights from stakeholders, the research aimed to provide a comprehensive evaluation of the program's impact.Moreover, the research explored the interconnectedness between social policies, public health, and sustainable development within the context of the pandemic aftermath. It delved into how the "Prato Cheio" program aligned with broader national and international goals, emphasizing the role of social work in bridging these objectives.Ultimately, this research contributes to the discourse on effective social policies in a post-pandemic world, specifically addressing food and nutritional insecurity. By focusing on the "Prato Cheio" program, it not only provides insights into its practical implications but also highlights the broader significance of social development initiatives within the purview of social work. As societies strive to recover and rebuild, such analyses of localized programs are essential for shaping responsive and resilient social policies.

Mots clés (séparés par des virgules)

Social policies, food and nutricional insecurity, social work, post-pandemic social work

#0980 | TECHNICAL SUPERVISION IN THE UNIFIED SOCIAL ASSISTANCE SYSTEM OF THE FEDERAL DISTRICT- BRAZIL

Ana Carolina Nunes Renault Monteiro ¹ ;

Samira de Alkimim Bastos Miranda ¹ ; Ana Luiza Gomes Pieruccetti ¹ ; Bárbara Firme de Faria ¹ ; Diana Lopes dos Santos ¹ ; Delma Pereira Borges ¹ ; Lívia Batista Rosa ¹ ; Marta Pessôa Pinto ¹ ; Natalia Pereira Caixeta ¹ ; Samara Poliane Rodrigues Oliveira Reis ¹

1 - Secretary of State for Social Development of the Federal District -BRAZIL.

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Résumé

The present work describes the experience of Technical Supervision in the Unified Social Assistance System (SUAS) of the Federal District, Brazil. Technical supervision aims to provide theoretical, methodological, technical, operational, and ethical support for the critical and creative development of new intervention alternatives for workers in the Unified Social Assistance System - SUAS, and to enhance the quality of service offerings, programs, projects, social assistance benefits, and income transfers.\\ With the COVID-19 pandemic, there was an increase in demand for services at the Centers of Social Assistance Reference (CRAS) in the Federal District. In order to enhance the services provided to the population, the State Secretariat for Social Development (SEDES) assembled a team for Technical Supervision, which has been conducting monthly activities focused on reflecting on work processes with CRAS employees.\\ During the first semester of 2023, various initiatives were carried out, including technical visits, online regional meetings, in-person workshops with representatives from all CRAS locations, and the development of guidelines for the functioning of CRAS receptions. Interactions with other sectors of the Secretariat were improved, particularly with the social assistance surveillance department, which, based on demands presented by the supervision team, developed a prototype for a technological tool to assist in recording the individuals who go through the CRAS reception.\\ In light of the above, the configuration of Technical Supervision in basic social protection in the Federal District has been an innovative practice in public administration, as it has fostered effective and continuous dialogue between managers and employees and has contributed to qualified changes in work processes.\\

Mots clés (séparés par des virgules)

social protectio; single social assistance system; Social Assistance Referral Center; Technical Supervision

#0045 | Promoting Companion Animal Guardians with (dis)Abilities' Access to Veterinary Medical and Behavioral Services during COVID-19: Affordability, Feasibility, and Accessibility

HAORUI WU ¹

1 - Dalhousie University.

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#0063 | Engaging new immigrant ethnicities in settlement services: Lesson learned from the in-person and virtual settlement services pre- and peri-COVID-19 in Metro Vancouver, Canada

Haorui Wu ¹ ; Puge Li ²

1 - School of Social Work, Dalhousie University. 2 - Mount Pleasant Neighbourhood House.

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#0099 | Living in the Shadows: Experiences of Non-Syrian Refugees in Turkey

Mashkhura Akilova ¹ ;

Javita Nauth ¹ ;

Brisa Trinidad ² ; Nancy Murakami ³

1 - Columbia University. 2 - Col. 3 - Pacific University in Oregon.

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Résumé

In recent years, Turkey has received an influx of refugees due to conflicts within the surrounding region, particularly in Syria. Turkey is currently home to over 3.6 million refugees from Syria and nearly 322,000 from other countries. With focus on and prioritized funding for the larger population of Syrians, non-Syrian refugees receive less government and media attention, resulting in inequities and substantial challenges experienced by this community. There is a significant need to understand the experiences of non-Syrian refugees residing in Turkey. This mixed-methods study explores the well-being, needs, and existing strengths and support systems of non-Syrian refugee communities in Turkey. Data were collected from refugees and asylum seekers through electronic surveys and focus group discussions. Survey of service providers served as another data point for triangulation. Themes of difficulty accessing protection, healthcare, fair employment, housing, education and other basic needs were identified. A tiered system of the treatment of refugees was revealed, with black refugees describing their experiences as “worse than slavery” as they navigated intersecting forms of marginalization associated with their various racial, ethnic, religious and cultural identities. The findings of this study highlight the importance of protecting all human rights regardless of nationality, race, age, gender, religious and other identities. Lack of financial support from governments and international community to address basic needs and protect all human rights, as well as the politicization of response to refugees by governments, are of greatest concern. The study has important implications for policy and programming around response to needs of various groups of refugees.

Mots clés (séparés par des virgules)

refugees, asylum seekers, Turkey, diversity

#1585 | Inclusive COVID-19 and Post Covid-19 Mental Health Interventions: lessons from the National Association of Social Workers of Uganda-NASWU

John Mary Ssekate ¹ ; Michael Byamukama Ntanda ¹

1 - National Association of Social Workers of Uganda-NASWU.

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Résumé

In Uganda, approximately 14 million people, or 35% of the population, are currently facing mental health challenges exacerbated by various factors such as post-COVID-19 trauma, protracted conflicts, migration, and poverty. The Uganda Ministry of Health has identified depressive disorder, bipolar disorder, schizophrenia, HIV-related dementia, alcohol disorder, and anxiety as the most prevalent mental health issues in public and private hospitals. However, stigma surrounding mental health, a lack of resources and access to information, and inadequate funding (less than 1% of the total health budget) continue to hinder effective mental health care in the country.Despite regional and international commitments to prioritize mental health services, inclusive interventions remain limited. The National Association of Social Workers of Uganda (NASWU) is working to address these gaps by providing support to frontline social workers through mentorship, webinars, and mental health conferences. By focusing on reducing stigma, hopelessness, distress, and trauma, NASWU aims to strengthen community systems and improve mental health service delivery, particularly in disaster and post-disaster situations.NASWU's efforts have shown positive results, with reports indicating reduced stigma, distress, and trauma, as well as improved community mental health services. Through initiatives like a national virtual advocacy campaign, NASWU has helped frontline social workers enhance the efficiency of mental health services and build resilience among individuals, families, and communities. Moving forward, NASWU plans to continue collaborating with the Uganda Ministry of Health, social work agencies, universities, and civil society to expand their inclusive mental health interventions and scale up their impact.

Mots clés (séparés par des virgules)

Covid-19, mental health, trauma

#1233 | Build it and they will come: Interdisciplinary and inter-organizational collaboration for developing inclusive systems in a post-COVID landscape in New York City.

Denise Torres ¹ ; Rogelio Thomas Sr MD ² ; Rogelio Thomas, Jr. ² ; James McFarlane ² ;

Dina Pilgrim ³

1 - ALMHA. 2 - Hands on Health Associates. 3 - Stony Brook University School of Social Welfare.

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Résumé

Consistent with the Global Agenda’s promotion of wellbeing through human relationships, this symposium shares evidence-based approaches to advancing equalities. The authors share their collaboration for the development of a mental health clinic in New York City committed to enhancing communities and promoting sustainable social wellbeing.\ Finding behavioral health care is a\ national crisis, while here in the first US pandemic epicenter we are in\ critical need of both care and clinicians. \ We present lessons learned in expanding services, enhancing partnerships, including identifying obstacles and opportunities in delivering mental health and addiction services to treat averse populations post-COVID, the organizational and technological mitigation strategies to strengthen systems, and the emerging workforce and instructional issues needing redress to promote diversity and inclusion. The papers will be in dialectic, underscoring the linkages and dependencies between issues.\ Paper #1:\ Using regulations \ for culturally responsive mental health services\ Drawing from national, local, community, and organization statistics, the presenters will address the need for community-based mental health services, including the barriers to and processes leading to state certification.Paper #2: \ Conceptualizing the hybrid clinicServices must move beyond in-person sessions and blend in-person, telephonic, and virtual modes of delivery. The presenters describe strategies to build individual and community capacity by\ addressing\ the shortage of clinicians and the lack of access to care.\ The presenters will draw from recent analysis of the benefits from each mode to help participants assess organizational needs.\ Paper #3: Diverse and inclusive recruitment for interns and staff—challenges and progress\ The COVID epidemic exacerbated challenges to inclusive recruitment of individuals with disabilities.\ The use of two interventions, Universal Design for Instruction and Universal Design for Learning, to increase access to and enhance environments for individuals living with a disability are elaborated using a case example and technological challenges to implementation addressed. \ \

Mots clés (séparés par des virgules)

Mental health, addictions, underserved populations, , community based care, clinic certification, culturally responsive care, service delivery strategies, hybrid work, disability, universal design, diversity, equity and inclusion, technology

#1446 | Using regulations to deliver quality culturally responsive mental health services

Rogelio Thomas, MD ¹ ; Rogelio Thomas ¹ ;

Denise Torres ²

1 - Hands On Health Associates. 2 - ALMHA.

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#1447 | Conceptualizing the hybrid clinic

James McFarlane ¹ ;

Denise Torres ²

1 - Hands On Health Associates. 2 - ALMHA.

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#1448 | Diverse and inclusive recruitment for interns and staff—challenges and progress

Dina Pilgrim ¹ ;

Denise Torres ² ; James McFarlane ³

1 - Stonybrook University School of Social Welfare. 2 - ALMHA. 3 - Hands on Health Associates.

[ver]

#0021 | Understanding Trauma Informed Pedagogy in On-Line Education during Turbulent Times: A Mixed Methods Study in a Canadian Social Work Context

Colleen McMillan ¹ ;

Alice Schmidt-Hanbidge ¹ ; Beth Archer-Kuhn ² ; Judith Hughes ³ ;

Heather Boynton ²

1 - University of Waterloo, Ontario, Canada. 2 - University of Calgary. 3 - University of Manitoba.

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Résumé

It is well known that social work students enter the profession with higher scores of adverse childhood experiences (ACE). Add to that the fact that COVID-19 has forced higher education institutions to shift to online teaching and learning where students, faculty and field educators in social work education have reported increased stressors as well as posing challenges in developing relationships with students, and being able to identify mental health challenges including those related to trauma. This multi-institutional project included three Canadian post-secondary institutions at five sites (University of Waterloo, University of Calgary [Calgary, Edmonton, Lethbridge], University of Manitoba) and partners; Desire To Learn (D2L), The Centre for Teaching Excellence at the University of Waterloo and the Taylor Institute for Teaching and Learning. A sequential mixed method research design was used. Survey data was collected from students, faculty and field education staff from the 3 universities using the Qualtrics Insight Platform, followed by virtual focus group data with students to provide greater clarity to the quantitative data. Survey data was analyzed using SPSS software while focus group data was transcribed verbatim and organized with N-Vivo 12. Thematic analysis used line-by-line coding and constant comparative methods within and across focus groups. The following three objectives of the study were achieved: 1) Establish a Canadian baseline on trauma informed pedagogy and student experiences of trauma informed teaching in the online higher education environment during a pandemic; 2) Identify and document educator and student experiences of online learning regarding the ability to process trauma experiences; and, 3) Transfer the findings into a trauma informed pedagogical model for Social Work as a first step toward developing a universal trauma informed teaching model. The trauma informed pedagogy model will be presented in relation to the study findings.

Mots clés (séparés par des virgules)

trauma informed pedagogy (TIP); social work; mental health; online education

#0233 | Alternative Grading: Addressing bias and inequalities in post-pandemic social work education

Becky Anthony ¹ ;

Melissa Murphy Thompson ¹ ;

Bibiana Koh ¹

1 - Salisbury University.

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Résumé

During the COVID-19 pandemic, it became clear that traditional grading approaches highlighted inequalities and left those students with economic and medical privilege in a position to achieve better grades simply because of the resources available to them. This clarity has underscored the empirically supported bias—conscious or unconscious—in traditional grading (Malouff, 2008; Malouff, 2010; Malouff, Stein, Bothma, Coulter, & Emmerton, 2014; Malouff & Thorsteinsson, 2016) Historically, alternative grading’s approach is grounded in the works of DuBois, hooks and Freire where faculty no longer deposit knowledge into the student but rather asks educators to focus on problem solving education and an emphasis on mutual humanity rather than faculty as expert (Freire, 1970, Micheletti, 2010). Grading in higher education is driven by various (and often, competing) instructor goals including providing feedback to students, engaging and motivating students, and evaluating learning. But much of the research on grading suggests that we are not achieving these goals with our current grading practices; in fact, grading may inhibit the kind of pedagogical practices that could create a more effective and engaging classroom learning environment (Schinske & Tanner, 2014). Alternative grading practices (including ungrading, Blum, 2020) requires instructors to reevaluate their pedagogies and redesign their courses resulting in more inclusive/equitable outcomes for students—and more rewarding experiences for instructors (Stommel, 2020). Consistent with this critical reevaluation, the presenters will highlight one way that alternative grading has been utilized in their classroom. Research data about the students’ learning experience with this approach will also be shared.

Mots clés (séparés par des virgules)

Alternative grading, Grading inequities, social work education

#0286 | Respect and inclusion for essential immigrant workers Post COVID 19: Implications for Social Work practice

Rebecca Thomas ¹ ;

Catherine Medina ¹

1 - University of Connecticut.

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Résumé

This paper addresses a relational conceptualization of social exclusion and social inclusion, and their association with essential undocumented workers in jobs that have high levels of risk during and after the pandemic – agriculture production, meat packing processing, and nursing homes. COVID-19 has exposed the systemic undervaluing of work that is now clearly understood to be essential for societal survival. These industries are identified as part of the critical infrastructure workforce necessary to protect communities, and to ensure the continuity of functions critical to public health and safety, as well as economic and national security globally (DHS, 2020). Discussion includes narratives about these industries, their lack of necessary protection for immigrant workers, and the implications for social work practice and development. This paper is a call to action for social workers to construct social inclusion strategies working collaboratively with government, public and private sectors to promote respect, dignity, and the human rights of essential workers. Immigration policy solutions occur when there is a global public will to respect diversity through social inclusion processes and actions. Case illustrations demonstrate social inclusion strategies that allow undocumented essential workers to part of the social fabric. Governments need to redress financial relief, and a legal status for essential workers. Employers need to promote better working conditions, a steady labor force, a consistent living wage, and workmen’s compensation such as sick days, access, and availability to healthcare. These social inclusion measures can be done through a government, employer, employee partnerships to promote equitable economic and health justice. This paper is a call to action to reconstruct U.S. immigration policies and allow undocumented essential workers to come out of the shadows and become visible as part of the social fabric. Social workers must continue to advocate for a legal status, a pathway to citizenship, for essential workers.

Mots clés (séparés par des virgules)

Social exclusion, social inclusion, essential undocumented workers, COVID 19, collaboration, government, public and private sectors.

#0814 | To Synchronous or Asynchronous: The Impact from the Progressive Transition of the Master of Social Work for Working Professionals Program to Online Learning

Mohamad Musa ¹ ;

Irene Carter ² ; Wayne Ambeose-Miller ² ; Robin Wright ²

1 - Cape Breton University. 2 - The University of Windsor.

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Résumé

The prolonged COVID-19 pandemic forced many universities to switch their graduate academic programs to remote delivery. The presenters outline the institutional steps taken to transform course delivery of the existing Master of Social Work for Working Professionals program (MSWwp) from an in-person to an online delivery model. The MSWwp program replicated the inclusivity, accessibility, and the accreditation standards evident within the on-campus MSW program which was reflected in the positive overwhelming response of increased enrolment to the MSWwp program.\ \ The authors of this paper conducted an extensive pedagogical review of the literature in which they highlighted how existing online Master of Social Work programs deliver their curriculum while showcasing the similarities, differences, and the uniqueness of the MSWwp program at the University of Windsor. The authors employed an exploratory lens by engaging faculty, staff, and students within the MSWwp program to highlight the lessons learned from their involvement in this transformative and inclusive process.Results from this transformation discuss the integration of the virtual academic structure, instructors training during the pandemic, technological assistance provided, and students’ satisfaction with their remote learning experience. The authors also openly share the lessons learned from this progressive transformation to remote learning by the School of Social Work faculty and staff including insights from the School’s Director, the MSWwp Program’s Academic and Field Co-ordinators.This a first of its kind step-by-step model that outlines the successful transformation of a graduate social work program in Canada from in-person to online delivery. This unique account is manifested in the inclusive lessons experienced by faculty, staff, and students at the MSWwp program who enthusiastically worked to ensure the transformation to remote learning was successful and undisturbed by the global COVID-19 pandemic while maintaining the existing culture of the program within the larger institution.

Mots clés (séparés par des virgules)

Synchronous, Asynchronous, Lessons, Social Work, Transforming, Working Professionals, Remote Learning.

#1346 | Post Pandemic Social Work in Schools and the need for inter-generational engagement

Bruce Friedman ¹ ;

Rosario Olivera ¹

1 - The University of Texas at El Paso.

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