Journal of Teaching in Social Work最新文献_第10页

Addressing Anti-Black Racism through the Social Work Curriculum: Informed, Prepared and Competent? 通过社会工作课程解决反黑人种族主义问题：知情、准备和胜任？

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Journal of Teaching in Social Work Pub Date : 2022-05-27 DOI: 10.1080/08841233.2022.2049956

Sharon E. Moore, Emma M. Sterrett-Hong, S. Miller, Jennifer L. Foreman, Daniel A. Boamah, Heather L. Storer, Brittany Nwachuku, Monica M. Adams, Heehyul E Moon, Carmellia Jackson-Hurley, Kimberly Frierson, DeShara C. Doub

引用次数: 1

Challenging Anti-Black Racism in HBSE: Using Critical Race Theory to Interrogate Traditional Developmental Paradigms 挑战HBSE中的反黑人种族主义:用批判种族理论质疑传统的发展范式

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Journal of Teaching in Social Work Pub Date : 2022-05-27 DOI: 10.1080/08841233.2022.2069203

R. Zuckerman, Melissa Jenkins, Travis J. Albritton, Evi Taylor, Melissa A. Lippold

{"title":"Challenging Anti-Black Racism in HBSE: Using Critical Race Theory to Interrogate Traditional Developmental Paradigms","authors":"R. Zuckerman, Melissa Jenkins, Travis J. Albritton, Evi Taylor, Melissa A. Lippold","doi":"10.1080/08841233.2022.2069203","DOIUrl":"https://doi.org/10.1080/08841233.2022.2069203","url":null,"abstract":"ABSTRACT How do we challenge anti-Black racism within the social work curriculum? As a requirement of all BSW and MSW programs, Human Behavior and the Social Environment (HBSE) coursework provides students with foundational knowledge about human development that is essential to theory-driven social work practice. Traditionally, conceptions of human development center the experiences of white, heterosexual, cis-gender young people and label other identities as “divergent” or “diverse,” thereby devaluing the lived experiences of marginalized populations and reducing disparities to a misjudged application of “equal opportunity.” Centering the tenets of critical race theory (CRT) within HBSE course curricula enables us to examine the impact of race and racism upon human development and to challenge anti-Black racism. This article will expand commonly used frameworks (e.g., ecological systems theory, life course theory) to consider how CRT helps us understand the impact of race and racism on human development, and specifically on the development of Black youth. We explore recent frameworks that center Black youth’s experiences and highlight the impact of racial stress and trauma on development from infancy to adolescence. Five social work educators of an MSW HBSE course offer examples of class activities and assignments that enabled students to apply CRT to HBSE topics.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"42 1","pages":"190 - 206"},"PeriodicalIF":0.8,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48033173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Preface to a Special Double Issue on Challenging Anti-Black Racism across the Social Work Curriculum 《在社会工作课程中挑战反黑人种族主义》特刊前言

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Journal of Teaching in Social Work Pub Date : 2022-05-27 DOI: 10.1080/08841233.2022.2092322

P. A. Kurzman

引用次数: 0

Training Human Service Professionals: Using Intersectionality as a Strategy for Eliminating Anti-Black Racism 培训人力服务专业人员:使用交叉性作为消除反黑人种族主义的策略

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Journal of Teaching in Social Work Pub Date : 2022-05-27 DOI: 10.1080/08841233.2022.2047872

Kerry M. Deas, Ruben Mina

{"title":"Training Human Service Professionals: Using Intersectionality as a Strategy for Eliminating Anti-Black Racism","authors":"Kerry M. Deas, Ruben Mina","doi":"10.1080/08841233.2022.2047872","DOIUrl":"https://doi.org/10.1080/08841233.2022.2047872","url":null,"abstract":"ABSTRACT As the country continues to reckon with the historical and present-day realities of systemic oppression, particularly as it impacts Black individuals and communities, it is critical that human service organizations advance beyond statements condemning forms of anti-Black racism. Institutional efforts to address anti-Black racism must embody learning as integral to becoming more than a compliant organization, that represents symbolic change, to one that focuses on structural change. This article uses intersectionality along with Patricia Hill Collins’ Matrix of Domination as frameworks to explore a strategy for ongoing workplace learning that can be deployed to address and eliminate anti-Black racism within human service organizations. Collins’ Matrix of Domination explains the ways that systems marginalize groups in a society. A fully inclusive organization embodies shared power among different groups that reflects its mission, policies, and practices. Training to address and eliminate anti-Black racism is a vital activity that organizations should deploy in order to contribute to a just society.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"42 1","pages":"227 - 246"},"PeriodicalIF":0.8,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59618647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

#Resist: Utilizing Racial Justice Teach-ins to Challenge Anti-Black Racism #抵制:利用种族正义讲座挑战反黑人种族主义

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Journal of Teaching in Social Work Pub Date : 2022-05-27 DOI: 10.1080/08841233.2022.2057630

Dorlisa J. Minnick, Jayleen Galarza, Samuel R. Benbow

{"title":"#Resist: Utilizing Racial Justice Teach-ins to Challenge Anti-Black Racism","authors":"Dorlisa J. Minnick, Jayleen Galarza, Samuel R. Benbow","doi":"10.1080/08841233.2022.2057630","DOIUrl":"https://doi.org/10.1080/08841233.2022.2057630","url":null,"abstract":"ABSTRACT Across the United States, racist, hate-filled rhetoric, attitudes, and behaviors are daily occurrences. Events like officer-involved shootings of unarmed Black men, women, and non-binary individuals, along with the increase in white supremacist and nationalist groups, have cumulatively created a climate of fear and mistrust. This fear and mistrust are exacerbated when police officers operate with impunity in predominantly Black communities and constitutional rights to peaceful protest are being maligned as unpatriotic or denied through violence. In response to these and related events, a BSW program, situated within a predominantly white rural setting in the Mid-Atlantic region of the United States, developed and implemented a racial justice teach-in grounded in critical race and postcolonial theories. The goals of the teach-ins are to provide experiential educational activities, opportunities for in-depth discussion beyond the classroom, and exposure to anti-racist practice tools in order to help students identify, and combat, racial injustice and white supremacy. This article will explore the social work department’s development and implementation of racial justice teach-ins as a supplemental opportunity for faculty to more meaningfully demonstrate their commitment to diversity and difference in the BSW program and to support the department’s goal of incorporating anti-racist practice throughout both the implicit and explicit curriculum.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"42 1","pages":"265 - 279"},"PeriodicalIF":0.8,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46924991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Tools for Centering Blackness in Social Work Field Education: An Anti-Racist Agency Learning Plan and Evaluation 社会工作领域教育中以黑人为中心的工具:一个反种族主义机构学习计划与评价

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Journal of Teaching in Social Work Pub Date : 2022-05-27 DOI: 10.1080/08841233.2022.2054907

Aaliyah Ford, Antoria Robbins, Sodie Yang, Rhiannon Bloczynski, Michael Hoffmeister

{"title":"Tools for Centering Blackness in Social Work Field Education: An Anti-Racist Agency Learning Plan and Evaluation","authors":"Aaliyah Ford, Antoria Robbins, Sodie Yang, Rhiannon Bloczynski, Michael Hoffmeister","doi":"10.1080/08841233.2022.2054907","DOIUrl":"https://doi.org/10.1080/08841233.2022.2054907","url":null,"abstract":"ABSTRACT As part of their field education, social work students develop and implement change agent projects to influence positive change. Faculty and students, however, have identified a lack of placement options for Black students to allow them to both learn and feel supported in their racial identity. To ensure that Black students have placement options where they can thrive both professionally and personally in one setting, they developed a collective change agent project that holds white students, field agencies, and the school of social work accountable for de-centering whiteness and white supremacy, and centering Blackness and anti-racist ideals. To reach these goals, students developed a Centering Blackness/Anti-Racist Agency Learning Plan and Evaluation Tool. Learning Plans identified goals and action steps for agencies to center Blackness. Evaluations rated the agency’s willingness and ability to center Blackness. The Learning Plan and its concrete action steps allowed students to support implementation of strategies and to have intentional conversations about how to center Blackness. The Evaluation Tool provided useful information about agencies to determine their appropriateness as settings for future student fieldwork.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"42 1","pages":"207 - 226"},"PeriodicalIF":0.8,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48044571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Decentering Whiteness in the Social Work Classroom 在社会工作课堂中去中心化白人

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Journal of Teaching in Social Work Pub Date : 2022-05-27 DOI: 10.1080/08841233.2022.2048944

A. Dempsey

{"title":"Decentering Whiteness in the Social Work Classroom","authors":"A. Dempsey","doi":"10.1080/08841233.2022.2048944","DOIUrl":"https://doi.org/10.1080/08841233.2022.2048944","url":null,"abstract":"ABSTRACT Social work education faculty are mainly white and female-identified. However, across the United States, they teach a diverse student body, half of whom are students of color. MSW graduates will primarily provide service to communities of color, and we know the lived experience and social location of the teacher affects the experience of students in the classroom. Inspired by an impactful teaching experience, and a school-wide curriculum revision, this paper analyzes whiteness in the social work classroom and applies critical race theory to examine one instructor’s teaching practice. Critical race theory (CRT), an understanding of epistemic injustice, and a teacher’s reflective process are tools that can help de-center whiteness in our classrooms and propel faculty forward toward providing an inclusive and equitable education for all students. A description of the teaching experience here highlights the challenges of privilege, bias, self-regulation, and judgment for both students and the instructor. Lessons learned are presented, along with an analysis of the instructor’s choices and challenges. Implications for social work education and the preparation of critically-centered and antiracist social workers are discussed.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"42 1","pages":"175 - 189"},"PeriodicalIF":0.8,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42611793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

MSW Student Concerns about Addressing Clients’ Substance Use and Misuse MSW学生对解决客户药物使用和滥用问题的担忧

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Journal of Teaching in Social Work Pub Date : 2022-01-01 DOI: 10.1080/08841233.2021.2003923

K. McCarthy, E. Mariscal, E. Wahler

{"title":"MSW Student Concerns about Addressing Clients’ Substance Use and Misuse","authors":"K. McCarthy, E. Mariscal, E. Wahler","doi":"10.1080/08841233.2021.2003923","DOIUrl":"https://doi.org/10.1080/08841233.2021.2003923","url":null,"abstract":"ABSTRACT Social work educators must prioritize effective preparation of MSW students for the pivotal roles they will play in supporting clients struggling with Substance Use Disorders (SUDs). Understanding what concerns MSW students have about working in the substance use field can highlight student training needs and inform learner-centered curricula. This qualitative study explored anticipated concerns held by MSW students in the mental health and addiction focus area of a Midwest university. Thirty-four MSW students beginning their final year of training answered an open-ended survey question regarding their concerns about addressing substance use in their future careers. Findings indicated that students were largely concerned about having sufficient competence, knowledge, and skills to effectively assist clients, particularly considering client self-determination. Students recognized the emotional demands of the work, especially for those who have had personal substance use experiences, and the need for self-care. Students were also concerned about demands specific to these clients and systemic barriers in the substance use field. Recommendations are presented for preparing students to manage these challenges.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":"42 1","pages":"45 - 64"},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47737514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Attitudes toward Learning Statistics among Social Work Students: Predictors for Future Professional Use of Statistics 社会工作专业学生对统计学学习的态度:未来统计学专业应用的预测因素

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Journal of Teaching in Social Work Pub Date : 2022-01-01 DOI: 10.1080/08841233.2021.2014018

Eunkyung Yoon, Jaegoo Lee

引用次数: 0

Joining the Conversation: Using Technology to Enhance Policy Practice 加入对话:利用技术加强政策实践

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Journal of Teaching in Social Work Pub Date : 2022-01-01 DOI: 10.1080/08841233.2021.2010262

J. Frank, Laura Brierton Granruth, Wanja Ogongi, K. Nyce

引用次数: 0