Creating Culturally Responsive Family Therapy Models and Research: Introducing the Use of Responsive Evaluation as a Method

Models of marriage and family therapy (MFT) typically reflect Western values and norms, and although cultural adaptations are made, many models/frameworks continue to be inappropriate or inadequate for use with non‐Western cultures. Worldwide, therapists are examining ways of using MFT models in a culturally sensitive manner, especially when working with clients who are seen as having minority status or perceived as “other” by the dominant group. This essay suggests the use of responsive evaluation as a theoretically consistent methodology for creating and evaluating culturally responsive therapies. This approach rigorously evaluates each unique client/therapist context, culture, power, needs, and beliefs. We describe responsive evaluation and discuss how each component addresses the research needs of examining culturally responsive family therapies. A case illustration is offered delineating the process of conducting culturally responsive therapy with a Cambodian sample using solution‐focused and narrative therapy.     

Building School,Family, and Community Partnerships: Developing a Theoretical Framework

School, family, and community partnerships are among the suite of strategies advocated for improved school outcomes in which social workers can play a valuable role. Such partnerships are complex to implement in practice and there is little systematic research to guide the practitioner. This study evaluated an early intervention partnership program involving school, family, community, and philanthropic partners implemented in two primary schools in rural Victoria, Australia. The findings highlighted challenges in the process of evaluation and program implementation and in the opportunities this provided to identify key enabling factors. These involved having: a shared vision and aims; democratic governance; a supportive policy and organisational environment including external funding; workers with skills and clear roles; activities for project momentum; and ongoing review and evaluation. These factors can be used by social workers and others working with schools as a valuable conceptual framework to facilitate school, family, and community partnership processes.     

Becoming American/Becoming New Yorkers: Immigrant Incorporation in a Majority Minority City1

Many observers have noted that immigrants to the United States are highly concentrated in the largest metropolitan areas of a relatively few states. Though immigrants diffused into many places that had previously seen relatively few immigrants during the 1990s, as of the 2000 census, 77 percent of the nation's 31.1 million foreign born residents still lived in six states — California, New York, Texas, Florida, New Jersey, and Illinois. According to the 2000 census, the two largest metropolitan areas, Los Angeles and New York, accounted for one third of all immigrants ( http://www.census.gov/Press‐Release/www/2002/demoprofiles.html ). While immigrants moved into many new areas during the 1990s, making the challenge of incorporating their children a national issue, their concentration in our largest cities remained pronounced.     

Becoming a Narrator: A Case Study in the Dynamics of Learning Based on the Theories/Methods of Vygotsky

This article focuses on the learning that is enabled while a primary school child makes a story using multimodal software. This child is diagnosed with autism. The aim is to use a cultural-historical framework to carry out an in-depth analysis of a process of learning with action as a unit of analysis. The article is based on a collaborative research project in which assignments on narration concurrently served as experiments with cultural tools. The child's learning process in one assignment is analyzed sequentially, highlighting changes in the action, based on data from videotape. The child's decision to record audio was a turning point that expanded the formal learning and animated the idea of making the story in a desired multimodal format. The multifaceted quality and the dialectics revealed in the process are vital to achieve expansive action and learning. The combination of a generative narrative model and the multimodal affordances is crucial for actualizing the potential in the research approach to accomplish an analysis of the learner's changes in action. Thus, the study indicates the relevance of using a cultural-historical framework in research and practice that focuses on processes of learning and processes of becoming among diverse learners.     

Using the Tool-Kit of Discourse in the Activity of Learning and Teaching

Teaching and learning are largely conducted through talk, yet the relationship between the talk and the activity goals it is intended to achieve is rarely problematized or treated as a matter for conscious choice. In this paper, I describe a tool for the analysis of classroom talk, developed in the context of teacher-researcher collaboration, which draws upon activity theory and systemic linguistics. Three main units of analysis are proposed: episodes of talk, which are the chief interactional means by which actions are operationalized; the sequences from which such episodes are constructed; and, minimally, the moves through which each sequence is negotiated. The concept of mini-genre is then used to distinguish different patterns of sequential organization. In the second part of the paper, I contrast episodes from two different activities, showing how different choices of follow-up moves create significantly different kinds of opportunity for student engagement and learning. In conclusion, I suggest that, by recording and analyzing episodes of talk from their classrooms, teachers can become conscious of the options they select; then, if they see fit, they can, by changing the discursive operations deployed, bring about a change in the activities themselves and so change the nature of the classroom community.     

Creating a Culturally Safe Space When Teaching Aboriginal Content in Social Work: A Scoping Review

Teaching Aboriginal content in social work education presents risks of retraumatisation for students. There are international calls for a trauma-informed teaching model that creates cultural safety in the classroom. This study aimed to develop a trauma-informed model for social work education by reviewing the literature on cultural safety for Aboriginal peoples. This model incorporates key aspects of ensuring Aboriginal cultural safety: de-colonise social work education; collaborative partnerships; build relationships; critical reflection; develop cultural courage; and yarning and story-telling. It provides a valuable framework for creating a more equitable teaching and learning environment that also ensures the essential academic content is covered.

IMPLICATIONS

• Trauma underlies the historical, contemporary and cultural narratives of Aboriginal peoples. Students engaging in Aboriginal content that is traumatic can mean connecting with trauma that has occurred in their own lives.

• Trauma-informed teaching and learning will ensure that educators create culturally safe spaces that enable students to engage well with content.

• The adoption of the framework proposed in this paper may lead to the creation of a culturally safe space for teaching and learning in social work education.

     

Becoming/Being a Cosmetic Surgery Patient: Semantic Instability and the Intersubjective Self

Against approaches that center the subject—the cosmetic surgery patient—as the primary site of inquiry regarding the “truth” of cosmetic surgery, I argue that we must rethink the positioning of the subject in considering cosmetic surgery's meanings. Here I offer a brief discussion of various feminist theories of the cosmetic surgery patient, as well as an account of my own experience of cosmetic surgery, to explore how the cosmetic surgery patient is semantically unstable, named and identified through a variety of discourses and social relations. This semantic instability suggests a need to examine the ongoing processes by which cosmetic surgery comes to have meaning and by which the subjectivity of the cosmetic surgery patient is produced.     

The School System and Special Education: Causes and Effects in the Twentieth Century

The article delineates a line of development in which special education and the increasing need for it are connected with the gradual institutionalisation of the modern school model in the school system. In a model of this type the teacher must use the limited time available efficiently to attain the set objectives, which means that any interruptions or disturbances jeopardise the possibility of achieving important goals with the time-limit, and diversity among students becomes a problem. In other words, the more modern the school, the stricter the criteria for normality, the finer the evaluation system, the finer the screening used and, as a result, the greater the amount of deviance which must be handled by special measures.     

Backing Australia's Future: Teaching and Learning in Social Work

Abstract

It is universally expected that universities will strive for quality in teaching and learning. Over the past 25 years, massive changes to higher education have impacted on these institutions. We now have a mass higher education system, a knowledge-based economy, increased technology, and the internationalization of education accompanied by increased student enrolments and political expectations of enhanced graduate outcome measures. These changes pose challenges to developing, updating, and improving the quality of teaching and learning. This new policy environment confronts social work educators as they determine how best to deliver quality professional education. The present paper discusses the concepts underpinning the Australian government's paper Our Universities: Backing Australia's Future as a background to exploring the tensions arising in current professional expectations and criteria for social work programs as they make the transition from old to new paradigms in classroom teaching and field education.     

Shoptalk: Teaching and Learning in an African American Hair Salon

This study examines ways of speaking, performing, and reasoning within an urban, African American hair salon. I argue here that participants within the salon, through participation, collaboration, and negotiation, construct and transmit their understandings of the world within systems of activity. By identifying how members of the community hair salon use cultural resources and institutional technologies, co-construct knowledge, and change and develop through their participation in activity, my aim is to draw a better understanding of how learning takes place outside of the classroom. By identifying the labor-related activities within the hair salon, the participation structures which support these activities, and the socially shared, cultural funds of knowledge, I hope to make visible certain mediating structures that support culturally relevant learning and teaching in the African American community.     

Involving Service Users in a Problem Based Model of Teaching and Learning

Since the introduction of the new degree in social work in the UK, programmes have been developing ways to involve service users, using differing models. This paper will explore how service users can enhance the inquiry based model of teaching and learning while at the same time emphasising the belief that process and content in teaching and learning cannot be separated. It will also show how this approach, by involving service users as consultants, creates expertise and can provide a ‘legitimate constituency’ and thus allow for meaningful participation of service users at all levels of social work education.     

Maximizing Student Learning: A Case Example of Applying Teaching and Learning Theory in Social Work Education

Social work is a practising profession and when students undergo a social work undergraduate course they are expected to learn and apply the knowledge, skills and values necessary for their future social work career. As an educator, the challenge exists in determining whether students have learnt the material and are prepared to implement the knowledge, skills and values into practice. Current theories on teaching and learning are useful tools to educators who want to ensure that course units are maximizing students' learning potential. This paper focuses on the application of three established teaching and learning theories implemented in a social work module. The paper begins with an overview of Biggs' theory of Constructive Alignment, Biggs' four levels of understanding/Bloom's Taxonomy, and Race's five factors that underpin successful learning. The paper describes the integration of the theories to a social work undergraduate module through the following four-step process: (1) revisit learning outcomes; (2) determine teaching methods and learning activities; (3) design assessment; and (4) receive feedback/evaluate. The students' learning experiences were positively reflected through their personal learning outcomes, formative feedback and summative feedback, which demonstrated the ability to maximize student learning through the incorporation of teaching and learning theory.