Religious Fundamentalist Families in School Social Work

2017 ◽  
Author(s):  
Jennifer Yates
Keyword(s):  
Social Work ◽  
Work Practice ◽  
Social Work Practice ◽  
Cultural Humility ◽  
Self Awareness ◽  
Culturally Competent ◽  
Educational Settings ◽  
Religious Literacy ◽  
Religious Fundamentalist ◽  
History Of

This article describes issues related to culturally competent social work practice with religiously fundamentalist families in public school settings. It addresses the history of religious fundamentalist identities, the complexity inherent in such identities, and the nature of fundamentalism. A review of issues related to culturally competent practice in educational settings is offered. Recommendations informed by spiritually sensitive and strength-based approaches are discussed. Challenges to working effectively with religiously conservative and fundamentalist families in educational settings are also explored. Emphasis is placed upon the practitioner’s role in developing spirituality-sensitive therapeutic relationships by improving religious literacy, developing enhanced self-awareness, and approaching clients from a perspective of cultural humility and a lens of intersectionality.

scholarly journals Equipping Social Workers to Address Spirituality in Practice Settings: AModel Curriculum

10.18060/32 ◽  
2002 ◽  
Vol 3 (2) ◽  
pp. 85-103 ◽  
Author(s):  
David R. Hodge
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Work Practice ◽  
Social Work Practice ◽  
Self Awareness ◽  
Culturally Competent ◽  
Spiritual Beliefs ◽  
Value Conflicts ◽  
Beliefs And Values ◽  
Spirituality Training

While there is growing interest in incorporating clients’ spiritual beliefs and values into social work practice, several studies have shown that social workers lack the necessary training to address spiritual issues in a culturally competent manner. This paper addresses this need by providing an annotated spirituality training course for use in various settings. Topics or domains covered in the curriculum include ethics and values, research and theory on spirituality, the nation’s spiritual demographics, the cultures of major spiritual traditions, value conflicts, spiritual interventions, assessment approaches, and the rights of spiritual believers. A number of potential assignments are offered,which are designed to promote practitioner self-awareness, respect for spiritual diversity, and an enhanced ability to assess and operationalize spiritual strengths to ameliorate problems in practice settings.

Calling Social Work to the Movement for Educational Justice

2020 ◽  
Author(s):  
Annahita Ball
Keyword(s):  
Social Work ◽  
Youth Development ◽  
Work Practice ◽  
Well Being ◽  
Social Work Practice ◽  
Valuable Insight ◽  
Educational Justice ◽  
Social Work Research ◽  
Conditions For Learning ◽  
History Of

Abstract The persistent and systemic inequities within the U.S. public education system have grave implications for children’s and youth’s outcomes, yet these inequities go far beyond academics. Marginalized and vulnerable students experience injustices across the educational system, including disproportionality in school discipline, unequal access to advanced courses, and poor conditions for learning. Social work has a solid history of addressing issues that intersect across families, schools, and communities, but the profession has had little engagement in the recent educational justice movement. As educational scholars advance a movement to address educational inequities, it will be increasingly important for social work researchers to provide valuable insight into the multiple components that make up youth development and support positive well-being for all individuals within a democratic society. This article encourages social work researchers to extend lines of inquiry that investigate educational justice issues by situating social work practice and research within educational justice and suggesting an agenda for future social work research that will advance equity for all students.

scholarly journals Enhancing Self-Awareness: A Practical Strategy to Train Culturally Responsive Social Work Students

10.18060/482 ◽  
2010 ◽  
Vol 11 (2) ◽  
pp. 223-234 ◽  
Author(s):  
Nalini J. Negi ◽  
Kimberly A. Bender ◽  
Rich Furman ◽  
Dawnovise N. Fowler ◽  
Julia Clark Prickett
Keyword(s):  
Social Work ◽  
Culturally Responsive ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Self Awareness ◽  
Culturally Responsive Practice ◽  
Social Work Educators ◽  
Competence Training ◽  
Self Discovery

A primary goal of social justice educators is to engage students in a process of self-discovery, with the goal of helping them recognize their own biases, develop empathy, and become better prepared for culturally responsive practice. While social work educators are mandated with the important task of training future social workers in culturally responsive practice with diverse populations, practical strategies on how to do so are scant. This article introduces a teaching exercise, the Ethnic Roots Assignment, which has been shown qualitatively to aid students in developing self-awareness, a key component of culturally competent social work practice. Practical suggestions for classroom utilization, common challenges, and past student responses to participating in the exercise are provided. The dissemination of such a teaching exercise can increase the field’s resources for addressing the important goal of cultural competence training.

scholarly journals Honoring Our Ancestors

2021 ◽  
Vol 21 (2/3) ◽  
pp. 259-273
Author(s):  
Jennifer McCleary ◽  
Estelle Simard
Keyword(s):  
Social Justice ◽  
Social Work ◽  
White Women ◽  
White Supremacy ◽  
Work Practice ◽  
Social Work Practice ◽  
Work History ◽  
The Us ◽  
History Of ◽  
Social Work History

The US social work profession has historically claimed primarily middle-class white women as the "founders" of the profession, including Jane Addams and Mary Richmond. Scholarship of the history of the profession has focused almost entirely on settlement houses, anti-poverty advocacy, and charity in the late 1800s in the northeastern United States as the groundwork of current social work practice. Courses in social work history socialize students into this historical framing of the profession and perpetuate a white supremacist narrative of white women as the primary doers of social justice work that colonizes the bodies and knowledge of Indigenous people and their helping systems. Black, Indigenous, and People of Color (BIPOC) in the US have always had indigenous systems of social care. Yet, the social justice work of BIPOC, and especially Indigenous people in the US, is left out of the dominant narrative of the history of social work practice for several reasons including racism, colonialism, and white supremacy. In this paper the authors contribute to the critique of the role of white supremacy as a colonizing process in social work history narratives and discuss frameworks for decolonizing social work pedagogy through a reconciliatory practice that aims to dismantle white supremacy.

scholarly journals Reflection on teaching effective social work practice for working with Muslim communities

10.18060/172 ◽  
2008 ◽  
Vol 9 (1) ◽  
pp. 1-7 ◽  
Author(s):  
Khadija Khaja ◽  
Chelsea Frederick
Keyword(s):  
Social Work ◽  
Work Practice ◽  
Social Work Practice ◽  
Academic Departments ◽  
Culturally Competent ◽  
Innovative Teaching ◽  
Muslim Students ◽  
Effective Counseling ◽  
Work Psychology ◽  
Muslim Communities

In many academic departments like social work, psychology, and psychiatry there is a growing consensus that teachers need to instruct students to be culturally competent especially if they are going to be effective helpers with diverse populations. Multicultural instructional counseling methods are imperative if we are to ensure that our students of counseling are well prepared to work with diverse families, particularly those from Muslim backgrounds. In this narrative the author writes about the challenges of teaching non-Muslim students effective counseling techniques with Muslim families. Culturally innovative teaching methods are illustrated to facilitate students’ learning how to be effective counselors with Muslim communities.

scholarly journals THE IMPORTANCE OF CRITICAL THINKING IN SOCIAL WORKERS` EDUCATION

2020 ◽  
Author(s):  
Jovana Škorić ◽  
◽  
Marko Škorić ◽  
Keyword(s):  
Critical Thinking ◽  
Social Work ◽  
Social Workers ◽  
Educational System ◽  
Work Practice ◽  
Social Work Practice ◽  
The Other ◽  
Other Hand ◽  
History Of

In this paper, the authors discuss about the importance of critical thinking in the education of social workers, as well as its implications in the practice of this profession. Namely, the authors start from the assumption that students largely uncritically accept knowledge as true, reliable and accurate. On the other hand, the paper shows how critical thinking can be encouraged in the classroom. In the light of this, the authors analyze the components of critical thinking, a brief history of it (in context of social work practice), as well as various contemporary paradigms in this context. At the end of paper, there is a room for potential challenges, as well as barriers in the implementation of the above-mentioned paradigms in the educational system.

Interrogating culture: Anthropology, social work, and the concept trade

2020 ◽  
pp. 146801732092056
Author(s):  
John Mathias ◽  
Lauren E Gulbas ◽  
Matthew Chin ◽  
Tam E Perry
Keyword(s):  
Social Work ◽  
Work Practice ◽  
Social Work Practice ◽  
Theory Revision ◽  
Exchange Relationship ◽  
Anthropological Theory ◽  
The Social ◽  
Culture Difference ◽  
Social Work Practitioners ◽  
History Of

Summary Interdisciplinary contributions to social work have supported the profession’s development as a helping profession. Indeed, drawing from other disciplines has been a way to hone intervention approaches. This article analyzes the history of social work’s use of anthropological theory about “culture” in order to critically examine the profession’s positioning as a “recipient” of theories. At a time when evidence-based practice is a dominant ideal, this paper offers an opportunity to step back and interrogate a key concept, culture, that is often evoked as interventions are tailored for various populations. Findings While social work has substantially debated and revised how it approaches culture difference, the core conceptualization of culture as a relatively static set of shared values and traits remains ill-suited to the complex negotiation of diversity in social work practice. The limitations of the culture concept are symptomatic of an exchange relationship with anthropology that positions social work practitioners primarily as recipients of concepts, rather than as interlocutors. Application By treating intervention as an opportunity for theory revision, anthropologists and social workers can better account for the hybridity, change, and contestation of difference in social work practice. As the social work profession expands globally, a more dialogical engagement with anthropological theories about culture and other key concepts may prove fruitful.

Ethical Dilemmas in Social Work Practice

2018 ◽  
pp. 82-104
Author(s):  
Tumani Malinga ◽  
Poloko Nuggert Ntshwarang ◽  
Masego Lecha
Keyword(s):  
Social Work ◽  
Exploratory Study ◽  
Ethical Dilemmas ◽  
Work Practice ◽  
Social Work Practice ◽  
Self Awareness ◽  
Cultural Contexts ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Social Work Practitioners

Ethical dilemmas are conflicts that arise when two or more ethical principles clash. As social work practitioners often grapple with ethical dilemmas in their practice, it is important and informative to explore how they address them, especially in different cultural contexts. Drawing on data from a qualitative exploratory study of social work practitioners in different settings in Botswana, this chapter identifies and discusses several ethical dilemmas that social work practitioners in Botswana come across in their practice in both government and non-governmental organizations and how they address them. The chapter also examines the struggles practitioners deal with such as ethical stress, as they try to address and deal the ethical dilemmas. The chapter brings forth recommendations that social work ethics should be part of the educational curriculum and the importance of practitioners' self-awareness.

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