Social Justice,Social Policy,and Social Work

ABSTRACT

This paper argues that the models underlying the conceptualization of social work functions affect the costs of integrating policy issues into practice, and, therefore, the probability that social justice goals will be pursued. An inclusive approach to policy design is seen as lowering those costs. The nature of the costs and how they vary between the models is discussed.     

Social Work,Knowledge and Social Responsibility

A beginning has been made in regarding the mentally retarded as people of worth and dignity in our society. As the social work profession endeavors to find ways to bring significant service to the retarded, social work education must respond and prepare practitioners for this specialization. The student's preparation must include substantial cognitive background, as well as emotional maturity and the ability to objectify and quantify case movement in extremely small steps. Basic concepts and principles of helping people are briefly reviewed as they relate to work with the mentally retarded.     

Social Work,Social Policy and the Journal

There are problems associated with mainstream sociological and criminological research into youth violence. Conventional frameworks ignore the interpretive component of violence and thus fail to treat youth violence as a form of action in which motivations, moral impulses and feelings are constitutive of the action. Young people historically have had little opportunity to enter into dominant discourses about violence. This paper reports on the accounts of 29 young people who have been directly involved in violence. Those young people were asked to define violence and describe what personal and collective meanings they attach to their actions.     

Service Users,Social Work Education and Knowledge for Social Work Practice

This paper explores the implications of service user contributions to social work education in the light of historical critiques of disability research. The paper reflects on the authors' dual service user and academic perspectives as well as their dual disability studies and social work disciplinary affiliations. Referring back to early critiques of disability research, it argues that isolated user involvement in social work education can be problematic, particularly where that involvement is under the control of the academy. Drawing on feminist critiques of traditional social science, the authors present arguments for the collective involvement of service users in research and underpinning knowledge for social work as well as in social work education.     

Social Justice and Social Work,A Fierce Urgency: Recommendations for Social Work Social Justice Pedagogy

ABSTRACT

This article addresses the challenge of understanding the meaning and pedagogical application of social justice in social work by presenting and applying the circle of insight framework I created and proposing a social work definition of social justice. In particular, the circle of insight is presented as a tool and a process for critically examining learnings from social justice courses, transforming social justice social work pedagogy, and defining social justice in social work. In the fierce urgency of now, consistent with research findings and the social work profession’s ethical codes and statements, social workers are invited to use the circle of insight process and proposed definition of social justice to engage in social justice–infused social work curricular transformation.     

Spirituality,Religion, and Social Work

Abstract

Social work scholars and practitioners have approached the question of how to integrate religion and/or spirituality into their profession in one of four typical ways: (1) resistance or avoidance; (2) an overly-generalized syncretism; (3) radical separation of the terms spirituality and religion; or (4) a genuinely interdisciplinary conversation between the disciplines of social work and religious studies. This latter approach not only identifies social work's conflictual founding legacy, but also recognizes broader contemporary intellectual traditions which do not easily separate “religion” from “spirituality.” Such awareness and common grounding allow social work to more substantively and creatively partake in cross-disciplinary research and discussion.     

The Relationship Between Schools of Social Work,Social Research,and Social Policy

This paper outlines a curriculum model for the continuing education of graduate social workers. The curriculum plan is based on the assumption that western industrial man has entered a new era—the cybercultural era. The paper argues that the graduate practitioner must be retooled to fit the conditions and circumstances of the new era. Eight knowledge areas are explored as priorities in this continuing education plan: the nature of global ecology, the nature of mass organization, the nature of youth, the nature of the new economy, the nature of contemporary politics, the nature of inter group communications, the nature of professionalization, and the condition of social work theory. Through the exploration of these knowledge areas, it is felt that a new updated social work practice theory will be developed.     

Social Work,Spirituality, and Diasporic Communities

Abstract

The discourse surrounding the role of spirituality in social work practice has been expanding exponentially in recent years. Similarly, the discourse surrounding the role of spirituality among diasporic communities has expanded in recent times as well. In this paper, we will consider the linkages between social work, spirituality, and diaspora. We will focus our discussion on a particular diasporic spiritual community, the Sathya Sai Baba movement and its social service activities. We will then consider the implications of such spiritual movements for the social work profession. Among the key issues explored in this paper are the change in the social construction of populations that have moved between two countries as 'immigrant communities' to 'diasporic communities' and the implications of these changes for social work. Another critical issue we discuss is how working with spiritual movements may help address the 'spiritual deficit' concern that some social work academics have referred to, and indirectly at least, we begin to address 'the social work crisis' issue that has negatively affected the social work profession over the last few years.     

Social Work,Parenting, and the Web

ABSTRACT

Forty percent of Internet users are between ages 18 and 24. It is not surprising, therefore, that a number of “Web” sites are offering commercial products and education materials to parents in this age range. This article proposes that parenting skills can also be offered to parents on an interactive basis.     

Social Work and Social Justice

This study evaluated 99 baccalaureate social work students' reactions to simulation kits that replicated visual impairments common with the aging process. Through qualitative research methods, students' preconceived notions and reported incidents of ageism were assessed in light of their reactions to increased understanding of visual changes. The outcome was greater self-awareness and critical reflection of ageism and discrimination. Students reported enhanced awareness of personal, social, and professional implications. This research supports previous data which suggest that increased exposure to activities that simulate the disabilities and experiences of oppression in older adults provide an opportunity to reduce ageism.     

Cross-Cultural Perspectives in Social Work Practice and Education,Edited by Marta Sotomayor. Graduate School of Social Work,University of Houston,Houston, Texas, 1976. Price Unavailable. 177 Pp.

There is a growing imperative to prepare MSW social work students for trauma-informed evidence-based practice. Given strong recommendations and promising developments within social work education and practice in this regard, a clinical elective for the advanced-year MSW student that combines the guiding principles of trauma theory and problem-based learning was created. This article describes the course objectives, structure, and format and reports on an evaluation based on 7 (total) offerings of the course by 4 different schools of social work. The course methodology was found to be effective in all schools in significantly increasing students’ self-confidence in working with traumatized children, adolescents, and their families. Implications for social work education are discussed.     

Social Work

No abstract available for this article.