Social Work and Criminal Justice

SUMMARY

We shall begin with the principal, and complicated, conclusion: Regrettably, the social work profession has largely abandoned the criminal justice field. That is not to say that social workers are not employed in criminal justice settings. Certainly they are. Significant numbers of social workers earn their living as probation and parole officers, caseworkers in public defender offices, counselors in correctional institutions and halfway houses, and so on. As a profession, however, social work no longer has a major presence in the criminal justice field (Gibelman and Schervish, 1993). Relatively few social workers embark on their professional education with the aim of employment in the criminal justice field. Virtually no courses in social work education programs focus explicitly or comprehensively on criminal justice (Knox and Roberts, 2002; McNeece and Roberts, 1997). Workshops offered at professional conferences or continuing education seminars rarely focus on criminal justice issues per se. And, relatively little serious scholarship on criminal justice issues is authored by social workers.

Interestingly, this has not always been the state of affairs. Earlier in the profession's history, social workers were much more visible and vocal participants in dialogue, debate, research, and practice related to criminal justice. Ideally-in light of social work's unique perspectives on practice and social problems, and the profession's noble value base-the profession will reclaim its preoccupation with criminal justice. As Sarri (2001) concludes with respect to social workers' involvement in the juvenile justice system in particular:

Thirty years ago, social workers were in leadership positions in juvenile justice in the majority of states. In the 1980s, a gradual decline began in agencies and in social work education for practice in juvenile justice. Some have suggested that the decline was at least partially due to professional resistance to working in coercive settings with involuntary clients. However, given the millions of people now caught up in the criminal justice system who are not receiving the social services they desperately need, it is a priority that social work return to a more central role in criminal justice. (p. 453)     

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.     

Teaching Note—Circle of Insight: A Paradigm and Pedagogy for Liberation Social Justice Social Work Education

The Circle of Insight is a dialectical, open, purposeful, and enlightening process that moves those engaged toward deeper, liberating insight. It is a pedagogical construct I created over the past 15 years that I have used in teaching and developing my social justice social work classes. It integrates a see, reflect, act cyclical process that is at once personal and social. In this article, I present the Circle of Insight as a teaching tool, a creative, transformative pedagogical process for explicitly advancing Competency 3, Advance Human Rights and Social, Economic, and Environmental Justice, of the Council on Social Work Education’s Educational Policy and Accreditation Standards for baccalaureate and master’s social work programs.     

Photovoice as a Tool for Social Justice Workers

Abstract

This article considers the use of Photovoice as a tool for social justice workers. Photovoice is a technique that affords diverse populations of oppressed individuals the opportunity to take social action by raising awareness in the community and with policy-makers through use of a photographic process. The theoretical underpinnings, goals, and uses of Photovoice are reviewed in relation to social work contexts and values. In addition, the inclusion of empowerment theory and group work literature is explored as a natural expansion of the current theoretical underpinnings. Photovoice is a prime example of participatory research, assessment, and social action. The relevance of Photovoice to social work theory and practice is considered and possibilities for use as an integrated practice tool are explained.     

The U.S. Criminal Justice System: A Role for Radical Social Work

ABSTRACT

Characteristics of the current United States criminal justice system include mass incarceration at a rate higher than that of any other Western country, extraordinarily long sentences, rampant racial discrimination, and discrimination against all low-income persons. The impact of this system goes beyond devastation of those subject to supervision of the system to their families, communities, and society at large. This article analyzes the current criminal justice system relative to neoliberalism and ongoing reform efforts. The possible roles of radical social work in facilitating reforms and connecting criminal justice advocacy and issues to larger structural issues as well as direct practice strategies are explored.     

Environmental Justice Is a Social Justice Issue: Incorporating Environmental Justice Into Social Work Practice Curricula

Social justice education for social work practice is concerned with addressing issues of power and oppression as they impact intersections of identity, experience, and the social environment. However, little focus is directed toward the physical and natural environment despite overwhelming evidence that traditionally marginalized groups bear the burden of environmental problems. In this article, we discuss environmental disaster impacts on marginalized communities, presence of environmental justice in social work literature, and opportunities for integrating environmental justice into social work’s mandated disciplinary competencies. We conclude with an example of a module implemented in a foundation Social Justice for Social Work Practice course using place-based education principles as an illustration of concrete strategies for incorporating environmental justice into social justice curricula.     

Social Justice Advocacy Readiness Questionnaire

Summary

Social service providers of consultation, counseling, and education can benefit from determining their social justice awareness, knowledge, and skills to ensure culturally competent practice and to challenge the multiple oppressions facing clients and staff on individual, cultural, and institutional/systemic levels. The Social Justice Advocacy Readiness Questionnaire (SJARQ) provides a means to advocate for social justice with persons of multiple cultural identities, including all sexual orientations and gender identities. The SJARQ instrument contains three areas of self-assessment for social services staff: individual social justice advocacy awareness, comfort, and values; cultural social justice advocacy knowledge; and institutional/systemic social justice advocacy skills.     

Challenging Dominant Discourses: Peer Work as Social Justice Work

ABSTRACT

People with mental illnesses are overrepresented in the criminal justice system, and discourses concerning the medical model, criminalization, and criminality dominate the intervention landscape for this population. Using a critical postmodern lens, 45 in-depth interviews with peer specialists who had incarceration histories were analyzed to understand how they approach their work. Peer specialists with incarceration histories constructed new identities through their training and peer work by valuing experiential knowledge. Even in the face of power differentials, they challenged dominant discourses directly and indirectly and advocated for various forms of help for the people with whom they worked.     

The Role of the Graduate School of Social Work in Criminal Justice Higher Education

This article deals with the extent to which graduate schools of social work are providing education in the field of criminal justice. It raises the question of whether the two-year professional social work model can be adopted for graduate education in criminal justice. A detailed survey taken in 1972 revealed that graduate schools of social work provided insignificant course offerings in the broad field of criminal justice.

The article concludes by showing that graduate schools of social work are appropriate vehicles for criminal justice type offerings, while at the same time indicating that those concerned with criminal justice have the opportunity to experiment with the social work model.     

School Social Work

Abstract

This article addresses the need for social work students to understand basic legal concepts and their application in social work. It begins with a review of recent literature on teaching law within the social work curriculum. It then reports on the authors' April 1991 survey of accredited MSW programs, which showed that few schools require MSW students to study law, but that curricula have little room to expand. Finally, the article describes a flexible approach to infusing legal content into existing social work courses by focusing on six legal precepts: the definition and regulation of practice; client issues; privacy; advocacy; conflict/liability; and precedents.     

Reflections on Meanings and Applications of Social Justice

SUMMARY

This article conveys the author's personal thoughts, views, reflections, experiences, and observations about social justice. As a value and ideal, it is what social workers and activists work toward. As a goal and result, it is an unfinished product in most organizations, institutions, communities, and societies.     

Building Indigenous Australian Social Work

Abstract

An Indigenous social work guided by Indigenous Australians’ participation and experience that has, at its heart, human rights and social justice is in its infancy in Australia. The present paper continues a discussion on Indigenous Australian social work theory and practice developments being generated by those working in this field. Aspects of this “praxis” include recognition of the effects of invasion, colonialism, and paternalistic social policies upon social work practice with Indigenous communities; recognition of the importance of self-determination; contemporary Indigenous and non-Indigenous colleagues working in partnership; the impact of contemporary racist and neocolonialist values; and rethinking contemporary social work values and practices. There is discussion of appropriation and reinterpretation of social work concepts, incorporation of international and local Indigenous theory, and the framing of social work by Indigenous Australians’ views and values.     

A Gay and Lesbian Congregation Seeks Social Justice for Other Marginalized Communities

SUMMARY

The Cathedral of Hope in Dallas, Texas, is the world's largest gay and lesbian congregation. As an unabashedly liberal church, the Cathedral of Hope views social justice as the foundation of theological beliefs and the heart of community building activities with other marginalized and oppressed people. These actions of social justice and community building have produced an unexpected outcome. Social justice has been returned to this congregation in the form of community affirmation, acceptance, recognition, and advocacy. Thus, one significant way for gays and lesbians to achieve social justice is to work for the same with other oppressed people, devoid of strings or hidden agendas.     

Social Justice in the Social Work Classroom: Applying a Professional Value to Social Work Education

Social justice is a primary value of social work and therefore has a place in discussions of social work education pedagogy. This is especially true for conversations pertaining to students who are underprepared, due to educational inequalities, for successful completion of writing assignments at the undergraduate level. If underprepared students are treated as equals to prepared students, then the social inequalities that contributed to or caused a student to be underprepared are perpetuated rather than challenged. The authors explore responses to underprepared students that are consistent with social work's professional value of social justice.     

Beyond Words: Comics in the Social Work Classroom

ABSTRACT

Equipping future social workers to interrogate social justice, human rights, and cultural issues requires a revision of social work education. Culturally relevant teaching is increasingly important in today’s globalized world. In this article, we explore the role of comics as a form of social work pedagogy to tackle complex social issues. The article argues that comics offer specific benefits to educators seeking to develop critical thinking and self-reflexivity in their students. We present findings from focus group discussions with social work students to examine the relevance of comics in social work education. Ultimately, the use of comics as a teaching tool contributes to the effective preparation of future social workers through the mutual transformation it engenders in students and educators.     

Rural and Regional Developments in Social Work Higher Education

Abstract

Social work education has traditionally been taught in urban universities in on-campus programs. In the present paper, the author outlines the nature of social work education at Charles Sturt University, a regional Australian university. The author argues that social work education in a rural/regional university is shaped by rural social contextual issues, as well as by changes in the higher education sector. The author notes that social work education fills a significant gap in that it attracts students who are unable to access urban campuses, adds value to rural service delivery, supports rural/regional research, and highlights issues of rural disadvantage. Despite this, the paper argues that rural disadvantage and higher education sector pressures place the delivery of social work education shaped around and responsive to rural social justice issues in regional universities in jeopardy.     

Cultivators of Change: Food Justice in Social Work Education

Food security is an important social work issue historically, and social work educators are responsible for teaching a curriculum that ensures social workers advance human rights, social justice, and economic justice. Contemporary food justice work focuses on the intersecting issues of policy, health, social justice, economic development, and the natural environment. The long-term global public health and environmental threats posed by the mainstream food system in combination with increasing poverty and food insecurity have led to questions about the ability of communities to sustain a nutritionally adequate and equitably distributed food supply. This paper provides examples of social work courses, units, and assignments that focus on educating students about food and environmental justice issues. Much of this work is based on service learning, which is an effective pedagogical tool for fostering connections between classroom concepts and practice. Courses that help students understand the contextual environments in their local communities provide optimal learning environments to address social, economic, and environmental injustices in the food system. Food justice, in particular, is one lens by which students can learn about environmental justice issues for application to their future practice.     

Sustainable Social Work: An Environmental Justice Framework for Social Work Education

Environmental degradation is not experienced by all populations equally; hazardous and toxic waste sites, resource contamination (e.g., exposure to pesticides), air pollution, and numerous other forms of environmental degradation disproportionately affect low income and minority communities. The communities most affected by environmental injustices are often the same communities where social workers are entrenched in service provision at the individual, family, and community level. In this article, we use a global social work paradigm to describe practical ways in which environmental justice content can be infused in the training and education of social workers across contexts in order to prepare professionals with the skills to respond to ever-increasing global environmental degradation. We discuss ways for social work educators to integrate and frame environmental concerns and their consequences for vulnerable populations using existing social work models and perspectives to improve the social work profession's ability to respond to environmental injustices. There are significant social work implications; social workers need to adapt and respond to contexts that shape our practice, including environmental concerns that impact the vulnerable and oppressed populations that we serve.     

Collaborative Family Work in Youth Justice

ABSTRACT

A number of studies have found that working with family groups can be successful in improving outcomes for young people and their families. This article reports on a study in New South Wales in which juvenile justice staff offered collaborative family work interventions to young people as part of the routine offerings of a juvenile justice service. The primary objective of this study was to examine the extent to which young people who completed the family work had lower recidivism rates compared to three control groups. The methods included a comparison of recidivism rates between young people who completed the intervention, those who failed to complete, those who declined, and a matched sample of young people who were not offered the intervention. The results of the study indicated that many young people and their families were agreeable to be involved in the intervention and the completion rates were high, particularly if the work was undertaken in the family home. The young people who completed the intervention also had lower recidivism rates than young people in each of the control groups.

IMPLICATIONS

• Collaborative family work can be offered successfully by juvenile justice services to young offenders and their families.

• Collaborative family work can reduce recidivism rates for those who complete the intervention.

• It is preferable to conduct the work in the family home where completion rates are likely to be higher.

     

Attending to Social Justice in Clinical Social Work: Supervision as a Pedagogical Space

Although social justice is a central professional value of social work articulated in ethics codes, clinical social workers have been long criticized for not clearly incorporating this professed commitment into practice. Supervision is an optimal space within which clinicians can develop knowledge and skills to attend to the issues related to social justice in their practice. A growing body of literature emphasizes social justice in the delivery of clinical services, yet there is a death of literature on how clinical supervision can promote social justice seeking clinical work. In this paper, we draw from existing literature to identify key elements involved in social justice seeking clinical supervision. Using Goodyear’s (Clin Superv 33:82–99, 2014) learning mechanisms of clinical supervision, which consists of modeling, feedback, direct instruction, and self-directed learning, we discuss a case composite to illustrate ways in which clinical supervision can serve as a pedagogical space to advance clinical social workers’ commitment to social justice.