The Associations Among Teacher Discrimination, Parents’ and Peer Emotional Supports, and African American Youth’s School Bonding

2020 ◽  
Vol 101 (4) ◽  
pp. 469-483
Author(s):  
Eric Kyere ◽  
Isaac Karikari ◽  
Bettina C. Teegen
Keyword(s):  
African American ◽  
Emotional Support ◽  
African American Youth ◽  
Work Practice ◽  
Well Being ◽  
Social Work Practice ◽  
School Bonding ◽  
Negative Effects ◽  
Using Data ◽  
Emotional Supports

Drawing on research about the positive benefits of school bonding on youth mental health, academic and overall well-being, and the inequities African American youth face in education, this study examined the associations among teacher discrimination, parents’ and peer emotional support, and African American youth school bonding. Using data from the National Survey of American Life Adolescent Supplement (NSAL-A), findings suggest that teacher discrimination negatively affects African American youth’s school bonding. In addition, while parents’ and peer emotional supports are positively associated with youth’s school bonding, and offset some of the negative effects of teacher discrimination on African American youth’s school bonding, these supports may not be enough to help youth realize the maximum benefits of school bonding, especially in the context of teacher discrimination. Implications for social work practice with African American youth and families are discussed.

Exploring the Impact of Skin Tone Perception on Race-Related Outcomes and Familial Functioning Among African American Youth: Implications for African-Centered Interventions

2021 ◽  
pp. 104438942110271
Author(s):  
Husain Lateef ◽  
Heather Smyth ◽  
Maya Williams ◽  
Adrian Gale ◽  
Ed-Dee Williams ◽  
...  
Keyword(s):  
African American ◽  
Racial Identity ◽  
African American Youth ◽  
Work Practice ◽  
Social Work Practice ◽  
Skin Tone ◽  
Tone Perception ◽  
Societal Level ◽  
And Gender ◽  
The Impact

Racism and its ramifications are salient societal-level factors that detrimentally affect African American youth and families. Few studies have investigated how African American youth experience discrimination within families and society and colorism’s impact on racial identity, despite extensive racial discrimination research. We assessed whether the perceptions of African American youth of their skin tone affected their racial identity, familial functioning, and everyday discrimination, using the National Survey of American Life–Adolescent Supplement data. We found no significant relationships among skin tone perception, racial identity, familial functioning, or everyday experiences of discrimination. Conversely, age and gender differences were significant predictors of racial identity, family functioning, and discrimination reports. We discuss the theoretical and practical implications of these findings for social work practice.

Emotional Support Animals: An Overview of Practical and Legal Issues for Social Workers

2020 ◽  
Author(s):  
Sur Ah Hahn ◽  
Jennifer Hinton ◽  
Ann Hallyburton
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Emotional Support ◽  
Work Practice ◽  
Well Being ◽  
Social Work Practice ◽  
Intrinsic Nature ◽  
Ethical Implications ◽  
Work Education ◽  
Client Assessment

Abstract Limited literature exists to guide social workers in the effective and ethical use of emotional support animals (ESAs) in practice. This article deals with practical issues these professionals face in dealing with requests for ESA authorization. The article provides an overview of relevant U.S. regulations (as of mid-2019) governing housing, travel, workplaces, and higher education; examines the uses, efficacy, and special concerns regarding ESAs; and presents recommendations for the use of ESAs in social work practice. Ethical implications for social workers dealing with client assessment and ESA authorization are discussed. The authors also address the intrinsic nature of human and ESA well-being and its relevance to client-centered social work practice. In addition, the authors discuss opportunities for incorporating ESAs into social work education.

Financial capabilities development: essential discourse in social work

2019 ◽  
Vol 46 (10) ◽  
pp. 1234-1246
Author(s):  
Lambert K. Engelbrecht ◽  
Abigail Ornellas
Keyword(s):  
Sustainable Development ◽  
Social Work ◽  
Financial Literacy ◽  
Community Education ◽  
Work Practice ◽  
Well Being ◽  
Social Work Practice ◽  
Content Type ◽  
Vulnerable Households ◽  
Definition Of

Purpose Within a neoliberal environment, financial vulnerability of households has become an increasing challenge and there is a requirement of financial literacy education, a necessary activity to facilitate sustainable development and well-being. However, this is seldom a mainstream discourse in social work deliberations. The paper aims to discuss these issues. Design/methodology/approach First, introducing the neoliberal impact on financial well-being and capability for vulnerable households, the authors’ postulation is substantiated on a seven-point argument. The contexts of financially vulnerable households are sketched. Second, a conceptualisation of financial literacy is offered, and third, perspectives on and approaches to financial literacy as a fundamental capability are presented. This is followed by a theoretical foundation of community education as a practice model in social work to develop financial capabilities. In the fifth place, prevailing practices of Financial Capabilities Development (FCD) programmes are offered. Subsequently, the implications of a neoliberal environment for social work practice are examined. Findings The revised global definition of social work encourages the profession to understand and address the structural causes of social problems through collective interventions. As a response, it is argued that community education towards FCD of vulnerable households within a neoliberal environment should be an essential discourse in social development. Originality/value The authors reflect on the significance of FCD, highlighting its contribution towards human security and sustainable development. Although this paper draws on Southern African contexts, the discourse finds resonance in other contexts across the world.

Sexual harassment and psychological complaints: student- and class-level associations

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S Brolin Låftman ◽  
Y Bjereld ◽  
B Modin ◽  
P Löfstedt
Keyword(s):  
School Climate ◽  
Sexual Harassment ◽  
Linear Regression Analysis ◽  
Well Being ◽  
Negative Effects ◽  
School Class ◽  
School Aged Children ◽  
The Past ◽  
Class Level ◽  
Using Data

Abstract Background Students who are subjected to sexual harassment at school report lower psychological well-being than those who are not exposed. Yet, it is possible that the occurrence of sexual harassment in the school class is stressful also for those who are not directly targeted, with potential negative effects on well-being for all students. The aim was to examine whether sexual harassment at the student- and at the class-level was associated with students' psychological complaints. Methods Data from the Swedish Health Behaviour in School-aged Children (HBSC) of 2017/18 was used, with information from students aged 11, 13 and 15 years (n = 3,720 distributed across 209 classes). Psychological complaints were constructed as a summative index of four items capturing how often the student had felt low, felt irritable or bad tempered, felt nervous, or had difficulties to fall asleep, during the past six months (Cronbach's alpha=0.78). Sexual harassment at the student-level was measured by one item concerning bullying at school: “Other students have exposed me to sexual jokes”. Students who reported that this had happened at least “2 or 3 times a month” were classified as exposed to sexual harassment at school. Sexual harassment at the class-level was defined as the school class proportion of students exposed to sexual harassment, reported in per cent. Two-level linear regression analysis was applied. Results Students who had been exposed to sexual harassment had higher levels of psychological complaints (b = 2.74, p < 0.001). The proportion of students in the school class who had been exposed to sexual harassment was also associated with higher levels of psychological complaints, even when adjusting for sexual harassment at the student-level, gender and grade (b = 0.03, p = 0.015). Conclusions Sexual harassment is harmful for those who are exposed, but may also affect other students negatively. Thus, a school climate free from sexual harassment will profit all students. Key messages Using data collected among students aged 11, 13 and 15 years, this study showed that sexual harassment at the student- and class-level was associated with higher levels of psychological complaints. Sexual harassment is harmful for those who are exposed, but may also affect other students negatively. Thus, a school climate free from sexual harassment will profit all students.

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.

Exploring Psychosocial Task Resolution and Self-Concept among African-American Adolescents

1996 ◽  
Vol 82 (3) ◽  
pp. 803-810
Author(s):  
Craig C. Brookins
Keyword(s):  
African American ◽  
Family Relations ◽  
African American Youth ◽  
African American Adolescents ◽  
Well Being ◽  
The Self ◽  
Self Concept ◽  
Developmental Task ◽  
Multiple Components ◽  
Highly Correlated

Developmental task resolution and self-concept of adolescents were examined for a sample of 110 African-American youth. The Erikson Psychosocial Stage Inventory was used to measure Erikson's stages of psychological development and the Bronstein-Cruz Child/Adolescent Self-concept and Adjustment Scale was used to measure multiple components of the self-concept. Scores for Self-concept and Resolution of Identity stages were highly correlated although scores on Resolution of Identity, commonly seen as the primary psychosocial task of adolescence, were not related to scores on either Emotional Well-being or Family Relations. The results are discussed in terms of improving understanding of relationships between processes in development, identity, and other salient psychosocial variables.

An Ecological Systems Framework for Professional Resilience in Social Work Practice

Social Work ◽  
2019 ◽  
Vol 65 (1) ◽  
pp. 65-73 ◽  
Author(s):  
Jason M Newell
Keyword(s):  
Self Care ◽  
Preventive Measure ◽  
Work Practice ◽  
Holistic Approach ◽  
Well Being ◽  
Social Work Practice ◽  
Ecological Systems ◽  
Work Related ◽  
Related Stress ◽  
Systems Framework

Abstract The cumulative effects of chronic work-related stress pervasively and persistently affect the well-being of the human services workforce. As a preventive measure, the ongoing commitment to self-care strategies and resources is essential in maintaining a healthy and resilient professional quality of life. This article describes a holistic approach to cultivating professional resilience through the ongoing practice of self-care. A model for self-care using an ecological systems framework with activities across the biological, interpersonal, organizational, familial, peer-related, spiritual, and recreational aspects of the biopsychosocial self is proposed. Within this model, emphasis is placed on the role of compassion satisfaction and vicarious resilience as key components to fostering meaningful and rewarding careers for social workers.

scholarly journals Degrowth for transformational alternatives as radical social work practice

2019 ◽  
Vol 7 (3) ◽  
pp. 417-433
Author(s):  
Meredith C.F. Powers ◽  
Komalsingh Rambaree ◽  
Jef Peeters
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Inequalities ◽  
Work Practice ◽  
Well Being ◽  
Social Work Practice ◽  
Modern Times ◽  
Ecological Justice ◽  
The World

Historically, and in modern times, social workers have been culpable in perpetuating the very systems of oppression that we seek to eliminate. This happens as we are part of cultures and economies that operate out of the growth ideology. Acting in accordance with the growth ideology does not lead to the outcomes that we strive for as professional social workers. Rather, the growth ideology results in growing social inequalities and increasing ecological injustices around the world. Social work can, instead, embrace an ecosocial lens and promote degrowth approaches for transformational alternatives. Rather than reinforcing the existing systems of injustice and oppression, radical social work can take an activist role and bring about urgent and radical changes to promote ecological justice through social and ecological well-being. Examples from radical social work in local and international communities demonstrate the possibility of degrowth for transformational alternatives as radical social work practice.

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