Exploring the relationships among practitioners’ consultation skills,competence to counsel lesbian,gay, and bisexual clients,and attitudes toward transgender people

Abstract

Consultation is an intervention that can diffuse expertise in lesbian, gay, bisexual, transgender, and questioning (LGBTQ) issues throughout systems of care. Practitioners (N?=?145) were surveyed on their lesbian, gay, and bisexual (LGB) counseling competence, attitudes toward transgender people, and consultation skills. Hierarchical multiple regression analysis identified that consultation competence significantly influenced (p?≤?.01) LGB counseling skills over and above LGB knowledge and awareness, attitudes toward transgender people, and participant demographic characteristics. The domains of LGB competence and attitudes toward transgender people were also significantly correlated within the participant sample. Implications for practice, training, and future research are discussed.     

Out of the Closet and into the Classroom: A Survey of Lesbian, Gay, and Bisexual Educators' Classroom Strategies and Experiences in Colleges and Universities

Higher education has made great progress in creating open classroom and organizational environments for diverse populations. However, little research has been published on the experiences of lesbians, gay men, and bisexuals (LGB) in college and university classrooms. The primary purpose of this study is to identify the strategies used by LGB educators to incorporate LGB issues, concerns, and experiences into college and university classrooms. To provide a context for these efforts, the secondary purpose of this study is to examine educators' experiences as LGBs in the classroom and within higher education in general. Toward these ends, the study presents the results of a survey that examined specific classroom strategies used by LGB educators and administrators and their experiences in the classroom and within departments in college and university settings. The survey revealed that LGBs are actively working to enhance classroom environments through a variety of empowerment strategies; they also encounter positive experiences within the classroom and within academic organizations as a whole.     

AIDS and Social Work: Curricula Development in an Epidemic

Abstract

The need for skilled social workers in the AIDS epidemic cannot be ignored. New graduates and current social work students need to understand complex biopsychosocial, ethical and political issues in order to provide effective, timely and appropriate services to persons with AIDS and their significant others. This article describes a framework for developing comprehensive, versatile curricula which adequately prepare students to confront the unprecedented challenges created by this epidemic.     

Gay, lesbian, and bisexual foster parents: strengths and challenges for the child welfare system

Historically, a shortage of skilled and dedicated foster parents has existed in America. Lesbian, gay, or bisexual (LBG) foster parents have received little attention in the published literature. This article documents the challenges and successes of a group of 60 LGB foster parents. All participants provided foster parenting for public (state or county) agencies. The primary successes of this group included meaningful and gratifying parenting and successful testing of whether adoption might be a natural next step after foster parenting. The primary challenges included insensitive, inappropriate, and difficult social workers; state or local laws that worked against successful foster parenting by LGB adults; failure to recognize parents' partners; and lack of support by the system to acknowledge the important role of LGB parents. Numerous recommendations are identified for improving how LGB foster parents are supported within child welfare systems including foster parent and social worker training in LGB issues.     

Service users’ involvement in social work education: focus on social change projects

ABSTRACT

This article presents and analyzes four projects focusing on diverse forms of service users’ involvement in social work training and research in different countries (Israel, Italy, Slovenia and UK). It highlights the value of service user involvement (SUI) to specific social change objectives and to social work education. The conceptual framework focused on the Standpoint Theory, while methodologically participatory action research was applied, and evaluation measures were developed. Key findings, facilitators and limitations to the involvement, students’ views of it and similarities and differences among the four projects are outlined. The challenges embedded in introducing and sustaining social change objectives in a co-production framework within social work education are identified, alongside the added value of meeting them. The differentiated impact the projects had on students is highlighted as well as their significance for health and social care providers were relevant. It is encouraging that in each project SUI was positively valued. The projects indicate the wide range of SUI in the content and format of social work education, as well as its applicability cross-culturally to a range of key issues pertaining to both training and research in social work.     

Attitudes Toward Lesbian,Gay, and Bisexual College Students: The Contribution of Pluralistic Ignorance,Dynamic Social Impact,and Contact Theories

Abstract

Social psychology theories may be useful in developing new interventions to reduce prejudice against lesbian, gay, and bisexual (LGB) college students. For this preliminary study, the authors surveyed 109 college dormitory residents to determine their personal comfort with LGB students and their perceptions of other students' comfort with these individuals. They found widespread evidence of pluralistic ignorance—the students rated themselves as significantly less anti-gay than either their friends or the typical student. Students' attitudes showed geographic clustering, with the building of residence a significant predictor of students' attitudes. Finally, consistent with the contact hypothesis, the perception that 1 or 2 LGB students lived on the same floor or in the same building was associated with more positive attitudes.     

Accommodating Emotion and Affect in Political Discussions in Classrooms

Abstract

This article calls for greater attention to the role of emotion and affect in classroom discussions where theoretical models of discussion and deliberation tend to emphasize the rationalistic elements called for in such pedagogical strategies. Using two examples drawn from secondary classrooms, the authors highlight the role of emotion and affect in student exchanges about controversial public issues. Given the contemporary climate of national political discourse, being prepared for and accommodating these elements will be essential to taking up these strategies as a form of inquiry-oriented teaching and learning that seeks to address public issues with students across the curriculum.     

Addressing the Issue of Psychiatric Disability in Social Work Interns: The Need for a Problem-Solving Framework

Abstract

This article examines the issues that arise when field instructors encounter social work interns with psychiatric problems. The authors discuss how legal decisions and the Americans with Disabilities Act (ADA) provide the organizing framework for developing appropriate policies for addressing these situations. Findings from a survey that asked 61 field instructors about their experiences with such students and their knowledge of ADA guidelines provide additional information for policy development. Based on the survey and the legal guidelines, the authors present a problem-solving framework and recommendations to guide academic programs toward an approach that protects the rights of all parties involved.     

Queers and Crips: Parallel Identity Development Processes for Persons with Nonvisible Disabilities and Lesbian, Gay, and Bisexual Persons

Traditional models of identity development are inadequate when applied to lesbian, gay, and bisexual (LGB) persons and persons with disabilities. The identity development and life experiences of persons with disabilities and LGB persons are similar in many respects including being raised/socialized by persons who are not a part of that group, and being educated to conform to the standards of behavior and appearance of the dominant culture. This article describes and critiques four models of identity development as applied to LGB persons and persons with nonvisible disabilities: stage/linear, issues/milestone experiences, social constructionist, and interactional. The authors propose an interactional identity development model for persons with disabilities and LGB persons that incorporates the significance of bio-psycho-social-cultural contexts, the influence of multiple identities, the fluidity of identity formation, and the importance of language.     

Greening transport in Sweden: the role of the organic intellectual in changing union climate change policy

ABSTRACT

This article engages with the role of the individual in transforming union organizations by discussing the experiences of Ulf Jarnefjord and his efforts to introduce climate change policies into the Swedish Transport Workers’ Union [Transportarbetareförbundet]. Research investigating the integration of climate change policies into the agenda of Swedish trade unions has identified a disconnect between policy development among leaders on the one hand, and engagement among members on the other. Employing the life-history interview method, and the analytical concept of ‘organic intellectual’, this article focusses on the ways in which Ulf, as a regional health and safety officer, has experienced engaging with climate change issues in relation to both members and the leadership of his union. His experiences point to the importance of learning about how climate change and production impact on the everyday lives of members for developing and mobilizing support for climate change policies in unions.     

A Feminist Policy Analysis Framework

ABSTRACT

Most policy analysis models, both inside and outside of social work, approach policy in a gender-neutral manner. This fact belies the many ways our society is organized around gender, which is often regulated through policy. This article outlines a model for looking at policies through a gendered lens by framing a set of questions to be asked in a feminist policy analysis. The complexities and underlying issues inherent in such a model are discussed, as well as the model's implicit goals and values. The model provides an important framework for policy analysts and teaching students about policy.     

“You Have to Be Strong to Be Gay”: Bullying and Educational Attainment in LGB New Zealanders

SUMMARY

Lesbian, gay and bisexual (LGB) persons in New Zealand are highly vulnerable to bullying, although bullying appears to have evolved from physical to primarily verbal abuse. Data from the Lavender Islands national study of 2,269 LGBs in New Zealand suggest that coming out early as LGB appears associated with lower levels of educational attainment, which in turn is associated with bullying and verbal assault. LGBs with higher educational attainment are more satisfied with an LGB identity than those with lower educational attainment. The data suggest that the consequences of bullying and assault may be longer term and more far-reaching than even the psychological challenges found in the literature. Consequences may include lower lifelong levels of satisfaction with an LGB identity, and an early coming out “penalty” in education. Quantitative data are supported by the unprompted narratives of respondents who expressed difficulties within the high school environment. The study also found relatively high levels of teacher discrimination and verbal assault reported by high educational attainers. In general, LGB educational attainers may perhaps be more appropriately called “educational survivors.”     

Violence in the Black Church

Abstract

Violence in the Black Church is an issue that is frequently discussed in quiet corners, mainly among church devotees. This article argues that the Black Church is the backbone of the Black community. Moreover, if it becomes secularized, and ensnared with disruptive factionalism, its role may be significantly diminished. Faith-based programs, school vouchers, the role of women in the church, and ministerial behaviors are among the structural issues giving rise to violence in the Black Church. The paper draws on many sources of data, and is interpreted within the theoretical framework of a systems perspective.     

Service-Learning in Parenting Education

Abstract

The field of family studies is particularly suited to service-learning, but one area that has not received much attention in this regard is that of parenting education. This article highlights a series of parenting education workshops that were incorporated into a parent-child relationships course, utilizing a developmental assets framework. Student reflections and parent evaluations are used to consider the extent to which the service-learning activity enabled students to apply course content to real-world experiences, view themselves as emerging professionals, and have a positive impact on the community. Implications for continuing or replicating similar service learning experiences are included.     

Appendix B: A Guide to Staff Self-Awareness

SUMMARY

Norway has been a leading nation when it comes to lesbian, gay, and bisexual (LGB) rights. With the majority of LGB people enjoying a high quality of life, Norway has turned its attention to a minority of the LGB population experiencing a clustering of chronic and other life cycle-related problems. A number of needs assessments have been initiated in order to determine how to meet these challenges. The needs assessments underscore the importance of social networks for health and well-being. An important action is, therefore, to provide arenas for network building. Partnerships between public, private, and voluntary sectors would facilitate these arenas. Existing health, social, and labor market public services need to be sensitized to LGB issues and particular challenges.     

Desire,Cultural Dissonance,and Incentives for Remaining HIV-Negative

SUMMARY

This article, written from the personal observations of an HIVprevention coordinator in San Francisco, discusses some of the current challenges for gay and bisexual men'S primary HIVprevention efforts. Psychological issues of personal motivation and identity formation are lopked at within the framework of gay culture, pop culture, and the larger heterosexual culture emphasizing their influence on the lives of HIVnegative men. The article also looks at age-specific dimensions comparing the needs of adult men with those of much younger gay and bisexual men. Renewed energy and fresh ideas will be called for to make HIVprevention interventions relevant to the lives of these men. Though the examples and qualitative data cited are from San Francisco, similar phenomena are noted from other cities with gay networks within the U.S. and internationally, suggesting that the: experience of San Francisco men will be relevant to prevention providers in any other locales.     

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.     

The American Civil Rights Movement Reconsidered: Teaching the Role of Women

Abstract

This article examines coverage in social studies curriculum and U.S. history textbooks, specifically, of women in the American Civil Rights Movement (CRM) and considers how social studies teachers can broaden the narrative they teach to include more gender-related issues and the work of women activists. The author found that despite a rich body of scholarship focused on women in the CRM, textbooks, which still serve as the central curriculum documents in most secondary social studies classrooms, provide a relatively cursory treatment of women’s roles in the movement. The context of women’s activism and the intersections of race and gender, particularly around sexual violence and sexism within the movement, are rarely examined. To address this problem, the author provides examples of critical issues confronted by African American women in the era of the CRM as well as examples of activists that teachers could incorporate into their CRM units. In addition, the author argues that an inclusive study of the American CRM provides an excellent opportunity for students to develop an understanding of the many ways in which women and girls—often in the face of great personal danger—acted with courage and skill in the fight for racial justice.     

Problems and Issues in Social Casework,by Scott Briar and Henry Miller. New York,Columbia University Press, 1971. 274 Pages, $9.00. Hardbound

Abstract

The rapid growth and increasing visibility of ethnic and racial groups has vigorously challenged social work to educate students for ethnic-competent practice in cross-cultural settings. This article examines an approach to teaching effective intervention involving ethnic and racial groups and helping students integrate cultural factors and society's concerns into clinical practice. Pedagogical issues and classroom processes of teaching culturally sensitive and competent interpersonal practice are discussed. Implications are drawn for culturally sensitive education and issues are raised for critical examination.