Cultural Equity and the Displacement of Othering

2013 ◽  
Author(s):  
Rhea Almeida
Keyword(s):  
Social Work ◽  
Cultural Competency ◽  
Social Equity ◽  
Work Practice ◽  
Social Work Practice ◽  
Coalition Building ◽  
Community Learning ◽  
Therapeutic Practice ◽  
Transformative Potential ◽  
Action Strategies

This article proposes social equity as a paradigm to guide social work practice and education. “Cultural equity” encompasses the multiplicity of personal, social, and institutional locations that frame identities in therapeutic practice as well as the classroom by locating these complexities within a societal matrix that shapes relationships of power, privilege, and oppression. Foregoing cultural competency for a cultural equity framework requires both analysis and interruption of the “otherizing” process inherited through multicultural discourses and the legacies of colonization. Through the use of education for critical consciousness, accountability through transparency, community-learning circles, progressive coalition-building, and usage of action strategies, transformative potential is revealed across multiple sites, both local as well as global. Multiple illustrations for the coherent application of cultural equity in social work practice and education are offered.

Cultural Competency in Mental-Health Services

2013 ◽  
Author(s):  
Jun Sung Hong ◽  
Wynne Sandra Korr
Keyword(s):  
Mental Health ◽  
Social Work ◽  
Mental Health Services ◽  
Health Services ◽  
Cultural Competency ◽  
Work Practice ◽  
Social Work Practice ◽  
Cultural Knowledge ◽  
Salient Factor ◽  
Helping Process

Since the 1980s, cultural competency has increasingly been recognized as a salient factor in the helping process, which requires social-work professionals to effectively integrate cultural knowledge and sensitivity with skills. This entry chronicles the history of mental-health services and the development of cultural competency in social-work practice, followed by a discussion of mental-health services utilization and barriers to services among racial/ethnic minorities. Directions for enhancing cultural competency in mental-health services are also highlighted.

Generic or specialist profession? Identifying social work in community learning disability teams

2016 ◽  
Vol 24 (4) ◽  
pp. 214-224 ◽  
Author(s):  
Godfred Boahen
Keyword(s):  
Social Work ◽  
Case Management ◽  
Learning Disability ◽  
Social Workers ◽  
Work Practice ◽  
Social Work Practice ◽  
Constructivist Grounded Theory ◽  
Community Learning ◽  
Content Type ◽  
Professional Activities

Purpose – Social work is integral to community learning disability teams (CLDTs), however there is little research on how social workers discharge their statutory duties within them. The purpose of this paper is to report a study designed to describe what social workers do within a CLDT (anonymised as Maples). The question addressed is: what is the social work role in CLDTs and how is this accomplished? Design/methodology/approach – Ethnographic fieldwork was conducted in a CLDT in London during 2011/2012. This involved interviews of professionals and observations of “everyday” social work practice. Data were analysed using constructivist grounded theory. Findings – Social work practice in Maples could be categorised along five domains of practice, namely: case management, safeguarding, assessments, mental health practice, and duty. The accompanying professional activities within these domains are described in Table I, with a subsequent focus on the less researched domains of case management, assessment, and duty. Originality/value – This research is one of the few to delineate the professional activities of social workers within CLDT. By showing what professionals do, it has important implications for policy – example personalisation – and role effectiveness.

scholarly journals Creative Writing and Decolonizing Intersectional Feminist Critical Reflexivity: Challenging Neoliberal, Gendered, White, Colonial Practice Norms in the COVID-19 Pandemic

Affilia ◽  
2022 ◽  
pp. 088610992110663
Author(s):  
Christine Mayor ◽  
Shoshana Pollack
Keyword(s):  
Social Work ◽  
Creative Writing ◽  
Work Practice ◽  
Social Work Practice ◽  
Warning Label ◽  
Therapeutic Practice ◽  
Writing Prompts ◽  
Critical Reflexivity

Creative writing during the COVID-19 pandemic can serve as a decolonizing intersectional feminist method for critical self-reflexivity. We share responses to the prompt: “If my therapeutic practice came with a warning label in COVID-19, what would it say?” and provide an analysis of the neoliberalism, whiteness, and colonialism embedded in our creative writing and practice. Engaging in critical self-reflexivity through metaphor carries potential for revealing hidden gendered, racialized, colonial, and neoliberal biases and norms related to social work practice, particularly when done in a collaborative, dialogic manner. We conclude by providing possible creative writing prompts that might be used in social work practice, supervision, and teaching to advance existing practices of self-reflexivity in social work both during and beyond the pandemic.

scholarly journals Online Social Work Practice: Issues and Guidelines for the Profession

10.18060/34 ◽  
2002 ◽  
Vol 3 (2) ◽  
pp. 104-116 ◽  
Author(s):  
Goutham M. Menon ◽  
Julie Miller-Cribbs
Keyword(s):  
Social Work ◽  
Work Practice ◽  
Social Work Practice ◽  
Community Practice ◽  
Web Based ◽  
Therapeutic Practice ◽  
Information And Communication ◽  
Ict Tools ◽  
New Form ◽  
Online Web

There has been growth in the utilization of information and communication (ICT) tools in the field of social work in recent years.While most of the work has revolved around community practice, some social workers have moved into the realm of online, web-based therapeutic practice. This paper discusses important issues emerging from this new form of social work practice and concludes with suggested guidelines for the use of ICTs in social work practice.

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