Divorcing Abused Latina Immigrant Women's Experiences With Domestic Violence Support Groups

The purpose of this study was to explore and describe the experiences of Latina immigrants who are divorcing and in domestic violence support groups (DVSGs). To gain an understanding of the client perspective, an ex-post facto research design was utilized with the data collection taking place after the members had terminated with the DVSG services. The convenience sample consisted of 15 Latina women. A questionnaire was used to determine the women's satisfaction with the group services. Results indicated that overall the group experience was positive, with 80% of the women reporting an overall “excellent” experience and 20% reporting an overall “good” experience.     

The Impact of Social Capital on Household Well-being in Pakistan

Social Indicators Research - The main purpose is to check the impact of social capital on households’ objective well-being in the context of a developing country like Pakistan. The primary...     

Muslim Women and Forced Marriages in the UK

Forced marriage (FM) affects numerous communities within the UK and has far-reaching effects for both individuals and the wider society. This paper attempts to address this issue from an Islamic jurisprudence standpoint. While the paper provides a comparative-contrastive account of key discussions between Muslim jurists (fuqahā’) from the four Sunni schools of law regarding coercion (ikrāh) and its effect on the marriage contract, it pays particular attention to the Hanafi school of law’s position and ways in which its jurists’ reasoning dissents from that of the majority of Sunni jurists. This paper collates the pertinent information, focusing on the effect of coercion (ikrāh) and on the pivotal issues of consent (ri?ā) and choice (ikhtyār). It also considers recent UK legislation and established personal status laws in several Muslim countries. We conclude that FM is incompatible with the objectives of Islamic law and has no reliable basis in its sources, highlighting that the function of the guardian (walī) is to protect the interests of the ward, rather than to exercise authority over those under his guardianship. We suggest that victims of FM in the UK should be able to seek annulment via the courts rather than traditional, community-based, non-enforceable mediation.     

The Development of Employment-Based Education on Substance use for Social Workers in England: Embedding Substance use Training in Frameworks of Continuing Professional Development

Service users in the social care sector affected by substance use need a workforce which is skilled at protecting and supporting them, and who are able to carry out their roles and responsibilities with confidence. Workforce/Learning Development departments in children's and adults' services in England play an important role in preparing social workers to engage effectively with service users and to develop as practitioners. Drawing on data from a survey of 94 Workforce/Learning Development departments, this article examines the development of employment-based education on substance use. Only 33% of these departments had a dedicated training strategy or series of programmes on substance use, although more than half (59%) provided tools for identifying and assessing substance use. A wide range of professionals were involved in the development of this training, particularly those in specialist safeguarding and substance use roles. Social work and substance use textbooks are the main source of materials accessed to support training development. A lack of strategic engagement with substance use in social care was one of the barriers cited to adequate training provision. Implications for social work education include the importance of embedding AOD education in post-qualifying training frameworks at both university and employer levels.     

Intercultural teaching competence: a multi-disciplinary model for instructor reflection

Abstract

This article presents a model for Intercultural Teaching Competence (ITC) that instructors may use as a tool for reflection as they prepare to facilitate learning across cultures. Building on previous research on intercultural competence, culturally relevant teaching, intercultural trainer competencies, and student-centred approaches to teaching, the model identifies concrete facilitation techniques for instructors who would like to further develop their own teaching practice or mentor colleagues in effective teaching across cultures. The model consists of 20 instructor competencies grouped into three categories: foundational skills, facilitation skills, and curriculum development skills for intercultural learning. While intended as a tool to guide instructors in individual and group reflection on inclusive teaching practices, the ITC model may also be used by educational developers to guide feedback during classroom observations or while supporting curriculum internationalisation initiatives. Recommendations for use in faculty learning communities and workshops are included at the end of the article. The ITC model will benefit instructors in a variety of disciplines who teach in diverse and multidisciplinary classrooms, discuss global or social justice issues in their class, and those who seek to include intercultural and Indigenous perspectives in their curriculum.