Restorative Practices for Empowerment: A Social Work Lens

2020 ◽  
Vol 42 (2) ◽  
pp. 89-97 ◽  
Author(s):  
Hilary Lustick ◽  
Christine Norton ◽  
Sonia Rey Lopez ◽  
Jennifer H Greene-Rooks
Keyword(s):  
Social Work ◽  
Community Building ◽  
Empowerment Theory ◽  
Restorative Practices ◽  
Racial Disproportionality ◽  
Social And Emotional ◽  
Preventive Practices ◽  
Teachers And Students ◽  
Support Teacher ◽  
Successes And Challenges

Abstract Studies demonstrate that preventive practices, including restorative practices and social and emotional learning, reduce the need for suspension. However, emerging findings suggest that preventive practices perpetuate the same rates of racial disproportionality in suspension as traditional disciplinary codes; evidence of persistent racial disproportionality appears in research on restorative practices. The purpose of this study was to examine, through interviews with teachers and students, the successes and challenges of implementing community-building circles with attention to equity and inclusion. Authors found that both teachers and students experience these practices as transformative when enough trust is established to share openly; however, more training is necessary for this to be consistent across schools and classrooms. Considering the lack of discussion of implicit bias and cultural responsiveness embedded in the restorative practice trainings these teachers received, authors argue that social work professionals and concepts—namely, empowerment theory—can support teacher training and implementation of community-building circles.

scholarly journals Supporting Child Welfare Traineeship Students through an Online Peer Network

2015 ◽  
Vol 16 (1) ◽  
pp. 170-183 ◽  
Author(s):  
Stephanie Bosco-Ruggiero ◽  
Virginia C. Strand ◽  
Sharon Kollar ◽  
Robin Leake
Keyword(s):  
Social Work ◽  
Child Welfare ◽  
Best Practices ◽  
Online Community ◽  
Community Building ◽  
Social Work Students ◽  
Evaluation Data ◽  
Peer Network ◽  
Initial Program ◽  
Successes And Challenges

This article describes the implementation of a peer network for social work traineeship students pursuing or continuing careers in child welfare. Literature on the best principles and practices for online community building reviewed and an explanation of how these best practices were utilized to build the online community is provided. Initial program design is described as well as program developments that occurred over four years of the program. The article then examines how the program’s evaluation was carried out and reviews some of the evaluation data. The article concludes with a discussion about the successes and challenges experienced in building the peer network and how other social work or traineeship programs, or agencies, might use an online peer network to support social work students and professionals.

CONDITIONS FOR IMPLEMENTING THE DEVELOPING POTENTIAL OF THE SCHOOL EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 65 (1) ◽  
pp. 290-293
Author(s):  
A. Aldabergenova ◽  
◽  
L. Sarsenbaeva ◽  
Keyword(s):  
Process Development ◽  
Educational Environment ◽  
Educational Process ◽  
Social And Emotional ◽  
Education Environment ◽  
Self Development ◽  
Teachers And Students ◽  
Age Patterns ◽  
The Republic ◽  
The Individual

The urgency of the problem of providing a developing educational environment in modern conditions is justified by the reform of the education system in the Republic of Kazakhstan. At all levels of education, it is necessary to create conditions for the development of the personality of the subjects of the educational process, taking into account age patterns. The article reveals the leading approaches to the study of the essence and provision of developing educational environment. As the theoretical basics of accepted socio-cultural approach of Vygotsky humanistic approach Maslow personality-oriented approach of I. A. Baeva, the ecological approach V. A. Asvina etc. Developing educational environment is considered as an environment conducive to the development and self-development at all levels of education. In the present article the condition of maintenance of the education environment: meeting the needs of the individual in communication and development, the development of adaptive abilities of students, prevention of delactovine, the development of psychological culture of teachers, the development of social and emotional intelligence of teachers and students, formation of skills of effective communication subjects of educational process, development of skills of intercultural communication etc.

Promoting the dignity and worth of all people: The privilege of social work

2018 ◽  
Vol 61 (6) ◽  
pp. 758-766 ◽  
Author(s):  
Mark Henrickson
Keyword(s):  
Social Work ◽  
Gender And Sexuality ◽  
Sexual And Gender Minorities ◽  
Gender Minorities ◽  
Conference Theme ◽  
Sexuality And Gender ◽  
The World ◽  
And Gender ◽  
Successes And Challenges ◽  
International Social

The Dame Eileen Younghusband Lecture is presented every two years at the joint world conferences of international social work. In 2016 it was presented in Seoul and was based on the conference theme ‘promoting the dignity and worth of people’. The lecture includes a review of heroes, legal, political and social successes, and challenges for sexual and gender minorities around the world. It challenges the binary of gender and sexuality. The privilege of social work is to choose either to challenge or to reproduce oppression based on sexuality and gender, and protect the dignity and worth of all peoples.

Strengthening College and Career Readiness With Social and Emotional Learning

2021 ◽  
pp. 247-272
Author(s):  
Kara Sidorowicz ◽  
Anthony Yang
Keyword(s):  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Social Emotional ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Career And Technical ◽  
School Year ◽  
Support Teacher

Social-emotional skills are essential for navigating the rapidly evolving world, especially for students who will become the makers and doers of tomorrow. The literature suggests that a technology-driven shift in needs is fueling a skills gap within a workforce needing social-emotional competencies. These shifts have grown the need for students to develop their social-emotional skills for professional and personal success. Experts suggest infusing social and emotional learning (SEL) in career and technical education (CTE) to address this. This study documents and explores a strategy for explicit SEL in CTE at Clark County School District in Nevada, USA during the 2019-2020 school year. Usage and student answers suggest promising value of SEL in CTE for student learning, but a need to better support teacher adoption. Findings from this study contribute preliminary guidance on program development and implementation upon which future educators and researchers can build.

Collaborative Practice for Cross-Boundary Collective Impact

2013 ◽  
Author(s):  
Hal A. Lawson
Keyword(s):  
Social Work ◽  
Workforce Development ◽  
Work Practice ◽  
Social Work Practice ◽  
Collaborative Practice ◽  
Collective Impact ◽  
Service Users ◽  
Empowerment Theory ◽  
Organizational Partnerships ◽  
Explicit Recognition

Social workers are uniquely prepared to benefit from and provide cross-boundary leadership for several kinds of collaborative practice. Examples include teamwork, new practice relationships with service users, inter-organizational partnerships, and community-wide coalitions structured for collective impact. All are needed to respond to adaptive problems without easy answers, and to dilemma-rich, “wicked” problems. Among the family of “c-words” (for example, communication, coordination), collaboration is the most difficult to develop, institutionalize, and sustain because it requires explicit recognition of, and new provisions for, interdependent relationships among participants. Notwithstanding the attendant challenges, collaborative practice increasingly is a requirement in multiple sectors of social work practice, including mental health, substance abuse, school social work, complex, anti-poverty initiatives, international social work, workforce development, and research. New working relationships with service users connect collaborative practice with empowerment theory and serve as a distinctive feature of social work practice.

Unintended lessons of SEL programs

2019 ◽  
Vol 100 (5) ◽  
pp. 59-62 ◽  
Author(s):  
Madora Soutter
Keyword(s):  
Mixed Methods ◽  
Social Emotional Learning ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Mixed Methods Study ◽  
Power Dynamics ◽  
Social Emotional ◽  
Social And Emotional ◽  
Teachers And Students

A mixed-methods study of a large social-emotional learning (SEL) program revealed notable disparities in the ways that teachers and students perceived the program’s impact. Teachers believed the initiative empowered students, while the students themselves described the program as one that emphasized compliance. Madora Soutter summarizes her findings and offers three recommendations for teachers and administrators implementing social and emotional learning initiatives: Evaluate the intention behind SEL programming to avoid a deficit mindset; anticipate implementation roadblocks, such as the tension between some SEL programs and the inherent power dynamics in schools; and actively, authentically listen to students.

scholarly journals Creating solace and hope during COVID-19: An innovative Internet-based social work intervention

2020 ◽  
pp. 002087282095937
Author(s):  
Yixuan Wang ◽  
Qin Gao ◽  
Zhen Cheng ◽  
Ji Zhang ◽  
Yang Wu
Keyword(s):  
Social Work ◽  
Crisis Intervention ◽  
Emotional Support ◽  
Service Provision ◽  
Community Building ◽  
Social Emotional ◽  
Work Intervention ◽  
Social Work Practitioners ◽  
Internet Based Intervention ◽  
Work Method

During megacity lockdown, a team of social work practitioners and researchers in Beijing developed a rapid, innovative, Internet-based intervention that provided social-emotional support for participating families through indoor micro-gardening. As COVID-19 continues to restrict in-person interactions and traditional social activities, this type of online social-emotional support and community building should become a major social work method for crisis intervention and service provision.

scholarly journals A Deconstructive Approach to Class Meetings: Managing Conflict and Building Learning Communities

2013 ◽  
Vol 1 (1) ◽  
pp. 31
Author(s):  
Maria Kecskemeti ◽  
Kathleen Kaveney ◽  
Sheridan Gray ◽  
Wendy Drewery
Keyword(s):  
Learning Communities ◽  
Narrative Therapy ◽  
Teaching And Learning ◽  
Community Building ◽  
Student Relationships ◽  
Teacher Student ◽  
Teachers And Students ◽  
Class Meetings ◽  
Zealand Secondary School

When the quality of teacher-student and student-student relationships is undermined by conflicts, classrooms can become unwelcoming environments that are not conducive to teaching and learning. Circle conversations are widely utilized in response to such conflicts as well as for academic and community-building purposes. In this article, we introduce a form of circle conversation, which we have termed deconstructive class meeting. We developed this specific meeting format in a New Zealand secondary school drawing on local, indigenous processes of community conversation, discourse theory and narrative therapy. The structure of our meeting is deliberately designed to support the simultaneous achievement of two, seemingly contradictory objectives: conflict resolution and community building. We argue that when teachers and students collaboratively examine the power of ideas or discourses of learning not only alternatives to problematic practices become available, but learning communities and relationships are strengthened also.

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