A Postmodern Critique of Societal Discourses of Male Violence in Interpersonal Family Relationships: A Balancing Act for Social Work

In recent years, treatments of family violence have tended to be built around conventional discourses suggesting that men are major initiators in instances of interpersonal violence. Utilizing a postmodernist analysis, we assess societal discourses that continue to give life to this narrow conceptualization of interpersonal violence. We also examine literature suggesting that both men and women resort to violence to resolve relationship difficulties and suggest that a more holistic and inclusive approach to understanding interpersonal violence is critical for social workers committed to social justice and a balanced understanding of the contextual nature of human problems.     

Empowering Alliances in Pursuit of Social Justice: Social Workers Supporting Psychiatric-Survivor Movements

This article reviews historical and current examples of harmful and forced treatments as well as scientific discrimination that have been applied to people diagnosed with mental illness. It discusses anti-psychiatric social action in North America from 1970 to the present. A review of social work's foundations in social justice, empowerment, and person-in-the-environment perspectives highlights the congruencies and communal benefits for both the social work profession and psychiatric-survivor movements. Through this discussion, it is apparent that the professed values of the social work profession are actually more compatible with psychiatric-survivor movements than with any allegiances to the biomedical model of psychiatry.     

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.     

Schizotypal Personality Disorder: A Clinical Social Work Perspective

Schizotypal personality disorder (SPD) is considered to be a “schizophrenia spectrum disorder” as evidenced in part by its cross-listing in that chapter of the DSM-5. SPD is considered to be a condition with limited potential for positive change because one of its major features is the presence of a biologically based cognitive deficit. This assumption, however, is an example of the medical model’s creating a bias against psychosocial features that are always involved in character development. The social work profession’s bio-psycho-social perspectives focus more comprehensively on all features of the condition and promote a more optimistic view of clients’ change potentials. The purposes of this paper are to examine SPD from a social work perspective and to demonstrate, with a case example, how effective intervention can be organized and delivered.     

Construction of Peer Support Groups in Child Protection Social Work: Negotiating Practicalities to Enhance the Professional Self

This paper reports on a research project that was developed between a cohort of child protection social workers in the Republic of Ireland and the authors. The focus of the research was on researching participants’ experiences of developing peer support groups (PSGs) in child protection social work. Eleven participants formed two PSGs; one group had six participants, the other had five. This qualitative research study involved focus groups with each of the peer groups at the beginning, middle and end of the 12-month period. Data from the focus groups were analysed using thematic analysis (Braun & Clarke, 2006). Findings from the research indicate that the organic development of a PSG involves negotiating a range of practicalities which, working together, help to promote reflective practice and to advance the development of the professional self. A number of important and interconnected subthemes emerged within the texts of the focus groups. These included: the establishment of PSGs as a work activity; consideration of logistical matters in forming PSGs; identification of the influence of group dynamics in structuring and negotiating PSGs; PSGs as a conduit for integrating personal and professional values and as a context for facilitating and enabling an increased consciousness of self in practice. Drawing on these findings, the authors consider the implications for integrating PSGs within child protection agency services.     

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.     

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.     

The Debate as a Pedagogic Tool in Social Policy for Social Work Students

Social work education under the Diploma in Social Work has been shaped by a competency led training model. The danger in this approach is that the critical thinking required of the reflective practitioner becomes lost. This paper argues that the teaching of social policy requires a complex interplay of knowledge, skills and values if students are to be equipped to participate effectively in the policy process. The authors, as teachers of social policy to social work students, have developed the use of the debate as a tool for learning and assessment. This approach is evaluated using structured student feedback and is discussed in the context of experiential and reflective learning and the application of social policy as ‘policy practice’. Over three cohorts, students reported increased knowledge and understanding and improved confidence in argumentation skills. Observation showed them utilising a range of policy practice skills. Recent evidence from the USA and Australia begins to confirm the value of this learning tool.     

From Work as Sex to Sex as Work: Networks, ‘Others’ and Occupations in the Analysis of Work

While once upon a time the social science of work and organization neglected or marginalized gender and sexuality, we have now lost sight of what people actually do, that is to say the activity of work. Gender and sexuality have been identified as crucial to organizational dynamics and, notwithstanding different theoretical emphases, this paradigm has become increasingly influential. We argue (contrary to most of its protagonists) that — within this model — the significance of sex and gender for organization rests principally on their role in the production of identities rather than in what they can tell us about production or work in any wider sense. The article highlights parallels with the ways in which prostitution is now generally understood, whether the emphasis is on subordination or agency. This literature also emphasizes gender relations and identities, even where the focus is on re–writing ‘sex as work’. We argue that this focus neglects the wider networks in which all work, whether mainstream or otherwise, is embedded and that a full analysis must take due account of both these networks and the discursive production of identities. Examples — of work in the finance and sex industries — are used to substantiate this argument and a case is made for the importance of the Chicago School’s analysis of occupations.     

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.     

A Critical Analysis of the Social Work Literature on Disabilities

Abstract

The principles of empowerment and demedicalization have been central to the formulations of rehabilitation and social service practices as well as case management, a core community support service provided to people with psychiatric disabilities. This study describes empowering and demedicalized practices in mental health case management. Semi-structured interviews were conducted with thirty leaders in the mental health consumer movement and five professionals. Twenty-five categories of such practices were developed and are presented. Findings have implications for both the nature of the interaction between case manager and client and for program structures, activities, and missions.     

Environmental Justice and Social Work Education: Social Workers' Professional Perspectives

Environmental injustice is a growing human rights issue as climate change and environmental degradation rapidly increases. As a social justice problem, it is relevant to the social work profession, yet not integrated into our curricula. This study of 373 social work professionals found that environmental justice is a significant practice issue across broad client populations and that professionals felt unprepared to address it. Qualitative and quantitative data revealed high levels of client exposure to environmental hazards with little power to change it. Respondents reported dissatisfaction with their education to help them understand environmental issues. Moreover, they indicated that they would like to see environmental justice integrated into social work education and better-prepared graduates entering the profession. Implications for practice and education are discussed.     

Evaluations of Social Work Education: A Critical Review

Since the introduction in England of the social work degree in 2002, there have been a number of significant changes to social work education culminating with the implementation of the Social Work Reform Board's innovations in 2013. This article critically explores the role of evaluations of changes in social work education and their implications for social work pedagogy. Evaluations can be linked to wider trends in society such as modernity, reflexive modernity, and the audit society. These wider influences affect the use of evaluations. A way forward for social work is proposed. Social work education needs to develop a critical pedagogy of hope to transform the profession's relationship not only to evaluations but to practise as well. The key message of this article is that evaluation studies of social work education mirror the underlying tensions of late modernity. Therefore, social work education needs to adopt a critical pedagogic approach to the use of evaluation research.     

The Attitudes of Social Work Students and Practicing Psychiatric Social Workers Toward the Inclusion in the Community of People with Mental Illness

Abstract

This study measured and compared the attitudes of social work students and practicing psychiatric social workers to the inclusion in the community of people with mental illness. The Community Living Attitude Scale Mental Illness (comprising the four subscales of Empowerment, Exclusion, Sheltering, and Similarity) was administered to a random sample of 68 Israeli BA social work students (first year: n = 35; third year: n = 33) and 28 practicing psychiatric social workers. Overall, the participants endorsed Empowerment and perceived the Similarity of persons with mental illness to themselves more than they agreed with the Exclusion attitude of segregating those persons from community life. First-year students rated Empowerment and Similarity significantly lower than did the third-year students and rated Sheltering significantly higher than did psychiatric social workers. Psychiatric social workers did not differ from third-year students and did not have stronger attitudinal commitment to the inclusion paradigm. They differed from first-year students only in the sheltering attitude; they showed lower support for sheltering people with mental illness.     

Mapping Invisible Work: Conceptual Tools for Social Justice Projects

Feminist scholars developed the concept of “invisible work” in the 1980s to bring sociological attention to work that was unpaid, unrecognized, or undervalued. Since then, it has become clear that the “generous” concept of work can be applied more broadly and that bringing invisible work into view may help to advance projects of social justice and inclusion. Drawing on the example of healthcare access for deaf patients, this article explores strategies for deploying the generous concept of work in institutional analysis.     

Confronting Our Fears and Finding Hope in Difficult Times: Social Work as a Force for Social Justice

No abstract available for this article.     

Critical Thinking in Social Care and Social Work: Searching Student Assignments for the Evidence

The ability to think critically would appear to be a defining feature of competent social work practice. Yet the way practitioners develop critical thinking and how it is taught and assessed within educational establishments is unclear. This paper explores one key aspect of the learning process; the way critical thinking might be evidenced in the transition from Further Education to Higher Education. The assignments produced by students undertaking the HNC in Social Care and year one students at the initial stage of the BA Social Work programme in Scotland were examined. The findings suggest that students working in social care environments and year one students on the BA Social Work course were able to evidence some critical thinking; however, it was generally quite minimal and limited to certain categories. Whilst there are likely to be diverse opinions within Scotland as to how the new four‐year honours degree in social work is implemented in terms of teaching, assessment and learning, a valuable opportunity may be missed if critical thinking is not a core feature and meaningfully aligned to students' experiences at Further Education and Higher Education.     

Zine-Making as a Pedagogical Tool for Transformative Learning in Social Work Education

As a collaborative endeavor between teacher and student, we reflect on the process of creating and sharing social justice oriented zines in our classroom. Zines can be used as a pedagogical tool for awareness, education, empowerment and transformation. Created in the form of self-published work of original and/or appropriated texts and images, zines are usually presented in small booklet format in a variety of ways, from computer-printed text to comics to handwritten text. When shared, they represent a subversive form of media to deconstruct stereotypes and hegemonic representations perpetuated by mainstream media. Through our classroom project, we found that zines provided an opportunity for creative expression, connection and collaboration. As an experiential technique, they can serve to raise student self-awareness and allow for a broader understanding of power hierarchies. As a direct action tool they can be useful for promoting active class participation in the movement for social justice. We advocate for integrating arts-based projects in social work education in order to promote more embodied ways of learning and to facilitate personal and societal transformation.     

Introducing Asset-Based Models of Social Justice into Service Learning: A Social Work Approach

Increased attention is being given to university–community partnerships. Among such partnerships is service learning, a pedagogical model that integrates experiential community service activities and academic learning. Traditional service learning models often diverge from social work methods that embrace strengths, empowerment, antioppressive principles, and citizen-driven approaches. This article presents the integration of a progressive service learning model into a graduate-level social work macro practice course. The model gives explicit attention to respecting the dignity and worth of the individual by sharing power and developing collaborative relationships between students and community residents where both are serving and learning together.     

Illness and Autobiographical Work: Dialogue as Narrative Destabilization

Illness is an occasion for autobiography, and memoirs of illness present openings to ethical ways of living. This work describes illness memoirs as performative, creating the self they claim as their origin. The self that is claimed is dialogical, and the tension of this dialogue is to include the voices of others without assimilating these voices to one's own. Physician memoirs, a spiritual autobiography, and a web site are presented as examples of dialogical autobiographical work occasioned by illness.