The Group-Centered BSW Curriculum for Community Practice

ABSTRACT

The “mundane extreme environment” of racism and poverty follows us into the new millennium (McAdoo, 1986). In response, I propose a group-centered curriculum for community practice as the professional foundation for social work education. Shifting the curricular focus from individual development to social development and from a domestic perspective to an international human rights perspective, the group-centered curriculum would teach social group work, inter-group work, and inter-professional practice as methods for promoting social and economic justice.     

A Qualitative Sociological Approach to Address Issues of Diversity for Social Work

ABSTRACT

This article identifies prevailing conceptual approaches employed to formulate issues of diversity for social work research and practice. It argues that the notions of “welfare” and “diversity” are customarily defined within unduly narrow realms. “Welfare” is normally defined from the ideological perspective of modern mainstream society, even though competing minority ideologies of “welfare” are both possible and evident. “Diversity” is normally organized around the central concept of “ethnicity,” even though the universality of this notion is questionable. In response a research approach to address these limitations is proposed which employs a sociological perspective and qualitative methodology to discern appropriate conceptual frameworks.     

Human rights at the heart of the social work curriculum

ABSTRACT

Social work policy and practice all over the world continue to face the impact of the neoliberal agenda. Similarly, social work education has been subject to the economic and political changes, with an increasing emphasis on a discourse of ‘evidence-based practice’. However, it is the core of social work programs in higher education to initiate students in the fundamental values of social work, as they are recognized in the global definition of social work. In order to prepare future social workers for their assignment, human rights should be given an explicit place in the social work curricula at Universities and Universities of Applied Sciences.

For human rights to gain more attention in social work programs in higher education, a Manifesto was written by lecturers’ social work in the Netherlands and Flanders, with a 5-point program to include human rights in the social work curricula. In this article, we elaborate on the five objectives that are presented in the Manifesto. Throughout the paper, we introduce small ‘case examples’ of how human rights can be integrated in education. These experiences show the importance of developing a particular social work perspective on human rights that is found in the idea of ‘human rights from below.’     

Failed Securitisation Moves during the 2015 ‘Migration Crisis’

The EU has tried to distinguish itself as respecting human rights in its migration policies. In 2015, mass drownings at sea of refugees from war‐torn and despotic countries like Syria and Eritrea started to rise with the end of Mare Nostrum, the Italian navy's search and rescue operation in the Mediterranean. One EU response was to declare a war on “criminal gangs” of smugglers and traffickers, reportedly responsible for the surge in refugee deaths. Equating smugglers’ activities with a “new slave trade”, this “securitization move” failed to gain legitimacy from EU publics and media. Military solutions to refugee flight continued to be proposed, and a second securitization move continued to target smugglers and traffickers, but this time the “referent object” became the West itself, and the EU.     

Pinkwashed

Claims regarding “gay rights” have acquired a prominent role in debates over Israel's occupation of Palestine. This often takes the form of “pinkwashing,” a term denoting the use of gay rights discourse to justify the imposition of colonial rule. This article analyzes the pornographic film Men of Israel to explore how pinkwashing reflects colonialism's depoliticizing and exclusionary logics. Men of Israel shows how pinkwashing is far more than a justificatory practice. It also legitimates, reproduces and appropriates colonial narratives to justify an alliance between supporters of gay rights and the “pro-gay” Israeli state. It simultaneously excludes a racial category of people called “Palestinians,” which includes gay Palestinians, from the rights accorded to gay men in Israel. In an era of “gay rights as human rights,” such deployments of “gay rights” highlight the necessity of directing critical scrutiny to the alliances and exclusions implicated by a particular articulation of rights.     

Reflections of an Emerging Male-to-Female Transgendered Consciousness

Abstract

Professionals involved in social work practice with or designing approaches for working with male-to-female (MTF) transgend-ered youth must listen to the individual voices of these youth for the valuable information they can share with us. This paper provides the reader with the gift of a first-person account of one person's experiences as a “plainclothes transgender” person -a term he has coined to define his experiences. The paper concludes with implications for practice with both “plainclothes” and “fixed/prepared” male-to-female trans-gendered youth.     

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.     

Existential social work and the quest for existential meaning and well-being: A conceptual framework

ABSTRACT

The aim of this article is to conceptualize “existential social work.” A greater understanding of what existential social work means may enable social workers and those studying social work to see how its practice can reveal “the truth” about human existence and how they, as professionals, can enhance existential meaning and existential well-being among their clients. In such work, existential social workers have at their disposal tools such as the Frankl therapeutic approach to existential analysis (i.e., logotherapy) as well as spiritual-sensitive modalities (prayer and mindfulness). To interpret and understand apparent phenomena in the therapy is the ultimate goal with existential social work practices, thus providing clients with the opportunity to discover the meaning that exists in themselves. In addition, these practices pave the way for existential well-being.     

Partially shared objects and the (Elusive) potential of expansive learning: the case of “jury” in community-based citizenship classes for Nepali-speaking Bhutanese refugee elders

ABSTRACT

This article focuses on community-based citizenship classes for Bhutanese refugee elders held in central Ohio. As part of a larger longitudinal study centered in the ethnographic and discourse analytic traditions, the article analyzes a classroom moment where the notion of a “jury” is briefly taken up and discussed. This moment is put into dialogue with relevant data from student interviews and teacher playback sessions using cultural-historical activity theory as an analytical framework to argue that the understanding of a “jury” is a “partially shared object” that reveals asymmetrical power relations between activity systems, with implications for expansive learning opportunities.     

Syrian refugee men as objects of humanitarian care

Critical feminist scholars of conflict and displacement have demonstrated that “womenandchildren” (Enloe 1993) have become an uncontroversial object of humanitarian concern in these contexts (Carpenter 2003; Hyndman and Giles 2011). Yet very little scholarly work has attempted to understand the position of refugee men as a demographic within humanitarianism. Through an analysis of the Syria refugee response in Jordan, this article investigates how humanitarian workers relate to refugee men and think about refugee masculinities. It argues that refugee men have an uncertain position as objects of humanitarian care. Seeing refugee men as objects of humanitarian care would disrupt prevailing humanitarian understandings of refugeehood as a feminized subject position and of gender work as work that “helps women” (Cornwall 2007; Johnson 2011). It would furthermore challenge prevailing binary visions of refugee men as agential, political actors, and refugee women as in need of “empowerment” through the implementation of technocratic programming. In the context of the Syria refugee response, these gendered and racialized understandings of refugee men and masculinities are mediated by particular conceptions of “Arabness.” This research is based on ethnographic fieldwork and qualitative interviews with humanitarian workers and Syrian refugees, which was undertaken in Jordan in 2015–2016.     

The framed right to participate in municipal youth councils and its educational impact

This study describes the phenomenon of framed participation, which constrains children's participation frameworks within a confined area of decision-making. It draws on interviews and focus groups with 32 children who participated in eight Israeli municipal youth councils, ranging in age from 13 to 18. In addition, five interviews were conducted with adult leaders of youth councils. The study showed that council activities remained confined to the particular municipal department responsible for them and comprised mostly the organization of leisure activities, such as parties, performances, and group trips for youth. Yet, almost all the children participating in the study perceived the organization of leisure activities as “meaningful” participation, which “succeeds”, “empowers”, and “leads”. The adult leaders acknowledged the framed participation and, while critical of it, preferred to remain within the comfort zone of their professional responsibility. We argue that when framed participation entails the organization of popular activities, in which the municipality invests considerable resources, the ensuing positive experiences may frame the children's rights consciousness and critical thinking. We also discuss the institutional conditions that may shape framed participation, and the role of human rights education in building children's capacity to mobilize their participation rights.     

Supervisors’ Perception of Vicarious Trauma and Growth in Australian Refugee Trauma Counsellors

ABSTRACT

Vicarious trauma is a well-accepted phenomenon supported by more than 20 years of research, yet the body of research on the positive impact, known as vicarious post-traumatic growth, is relatively small. Based on a metasynthesis of qualitative peer-reviewed vicarious trauma studies, Cohen and Collens propose a model of the co-occurrence of vicarious trauma and vicarious post-traumatic growth. This model was examined through a qualitative study involving 11 interviews with supervisors of refugee trauma counsellors working in Forum of Australian Services for Survivors of Torture and Trauma (FASSTT) member agencies. This research project both reviewed the model from the perspective of experienced supervisors and illuminated what occurred within the supervision process to manage vicarious trauma and encourage vicarious post-traumatic growth. While the research project affirmed aspects of the model, the failure of the model to consider socio-political factors limited its applicability to FASSTT agencies.

IMPLICATIONS

• FASSTT clinical supervisors engage in supervision in a manner that may assist counsellors to process how their clients’ trauma disclosures impact on their levels of stress and change their perception of self, their role, and their worldview.

• Including recognition of the influence of the socio-political context of refugee trauma and trauma recovery may be an important additional component of supervision practice.

     

The Doctor and the Social Services. Huws Jones,University of London,the Athlone Press, 1971. 56 Pages. Hardbound

Values in social work are part of the instrumentality for service delivery and decision making.

As an outgrowth of modern science, a value conflict has emerged between humanitarianism (the rights and dignity of the individual) and individualism (the distortion of individual rights into an antisocial mode). Current interpretations of individualism challenge the social value of mutuality upon which the “social” in social work is based Values cannot be “proved” in a logical positivist model of truth.

One example of the inappropriate use of logical positivism can be seen in social science research. A recommitment to values in social work theory and practice is emphasized and alternative research styles, stressing values, are suggested.     

Everything You Never Wanted to Know About Special Education … and Were Afraid to Ask (I.D.E.A.)

Abstract

Social workers who work with families and children are often unaware of the legal protections afforded to educational experiences for children, particularly to children with disabilities. Yet, all social workers, regardless of their practice setting, should be aware of the important educational rights to which children with disabilities and their families are entitled, as codified in the original legislation, P.L. 94–142, and its subsequent revisions. This legislation is currently entitled the “Individuals with Disabilities Education Act,” or the “I.D.E.A.” Provisions included in the I.D.E.A. are covered with which all states that receive federal educational funding are mandated to comply. Reviewed are the 13 “disabling conditions” that allow for students to qualify to receive special educational services, as long as one of the conditions is adversely impacting their educational success. It concludes with recommendations for social work advocacy regarding this legislation.     

Making sense of collective identity and trauma through drawing: the case study of a Palestinian refugee student

Abstract

Identity construction can be very complex for refugee children, especially for Palestinian refugee children. For refugee children, organised violence and immigration are important parts of their life experience that can lead to trauma, which in turn influences how they construct their collective identity. Schools have to consider this specific experience as the development of a meaningful identity is an important factor in refugee students’ well-being and school adjustment. School-based activities centred on creative expression can help refugee students in expressing trauma and in making sense of their identity and migration experience. This paper presents the case study of a 9-year-old Palestinian refugee boy in Canada and explores how he expressed and made sense of his multiple identities in his drawings. Many features of the boy’s drawings evoked a wounded identity, especially spatial disorganisation and enmeshment. Data analysis revealed that the boy might have been experiencing collective identity trauma and that he used drawing and a peer as props to heal his wounded identity. Both drawing and the space offered by his teacher to safely explore and experiment with different identities contributed to the integration of his multiple identities into a meaningful whole, which contributed to his school adjustment.     

Transgender Activism

Abstract

Feminist analysis of transsexualism such as that of Janice Raymond has seen it as a deeply conservative phenomenon in which surgical mutilation is employed to maintain the genders of male dominance and female subordination. Transsexualism has a new face in the nineties in “transgenderism” which employs queer and postmodern theory to render transsexualism progressive. This paper argues that “transgenderism” is also deeply problematic from a feminist perspective and that transsexualism should be seen as a violation of human rights.     

Site-Writing: She is Walking about in a Town Which She does not Know

ABSTRACT

Recently my writing has explored the position of the author, not only in relation to theoretical ideas, art objects, and architectural spaces but also to the site of writing itself. This interest has evolved into a project of “site-writing” that aims to spatialize criticism. “Site-writing” occurs when discussions concerning site specificity extend to involve art criticism, and the spatial qualities of writing and reading become as important in conveying meaning as the content of the criticism. This article suggests that this kind of criticism or critical spatial writing, in operating as mode of a practice in its own right, questions the terms of reference that relate the critic to the work positioned “under” critique. This is an active writing that constructs as well as traces the sites of relation between critic and work. Outlining the conceptual concerns that frame my project of “site-writing” with particular reference to current debates in art criticism, this article then draws on psychoanalytic theory to think through relationships between the spatial politics of internal psychical figures and external cultural geographies, drawing in particular on the work of psychoanalytic practitioners and theorists Jessica Benjamin and Jean Laplanche. Then, in “She is Walking about in a Town Which She Does Not Know,” this article demonstrates the practice of “site-writing” through an essay located on threshold spaces both real and fictional, exterior and interior which link and separate the critic from the work of the eight women artists included in Elles sont passées par ici, Loguivy de la Mer, Brittany, France, 2005.     

Knowledge Management in Social Work–Towards a Conceptual Framework

SUMMARY

Knowledge management (KM) is receiving increasing attention in the human services such as social work. Social service organizations have started to use information and communication technology for knowledge management purposes with the aim of improving service efficiency and effectiveness. Existing KM studies, particularly in the commercial or industrial sectors, mainly focus on the reductionistic “knowledge-as-object” view, while other perspectives such as “knowledge-as-process” are less discussed. This paper argues that these mainstream conceptions of knowledge in KM do not fully fit with that of social work knowledge, and that a spectrum view may be more useful for future practice and inquiry in the area.     

There are no Answers,Only Choices: Teaching Ethical Decision Making in Social Work

Abstract

In teaching students about ethical decision making in social work, it is essential that the students are able to recognise the moral implications of their work and develop a deep understanding about ethical issues and their personal responsibility for making ethical choices. Thus, more than a “how to do it” approach is needed and teaching students about values and ethics is an essential thread that runs through our experience-based social work education program. The present paper describes a learning unit that sought to teach students about ethical decision making as a critical thinking process and, in so doing, to integrate students’ knowledge and experience of values, ethics, policy, and research in the final year of study. The relationship between values, ethics, policy, research, and social work practice provided an ideal context within which students could learn to integrate their knowledge and experience and apply it directly to their fieldwork practice. The paper ends with our critical reflection on this teaching experience and a critique of decisionist ethical frameworks.     

Colonialism,Decolonisation, and the Right to be Human: Britain and the 1951 Geneva Convention on the Status of Refugees

The Geneva Convention on the Status of Refugees is central to scholarship on refugee and asylum issues. It is the primary basis upon which asylum seekers make their claims to the majority of host states today and, as a key text of the human rights framework, has come to be associated with the very idea of a universalised rights-bearing human being. Yet British asylum policy today is characterized by efforts to limit access to the right to asylum. Many scholars believe this is because asylum seekers today are different, in character and number, to previous cohorts of applicants. This article goes back to the founding of the refugee rights regime and investigates the exclusions of colonized peoples from access to the right to asylum. Using Chimni's concept of the “myth of difference”, the article demonstrates that asylum seekers have long existed outside of Europe, and that their exclusion from international rights has been both longstanding and intentional. This historical sociology suggests that the basis for critical work on the issue of asylum policy today must be one which takes colonial histories into account.