scholarly journals Social Work and Obesity

2020 ◽  
Vol 21 (2) ◽  
pp. 57-72
Author(s):  
Jennifer Wood ◽  
Margaret Lane ◽  
Amber M. Mattheus
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Social Work ◽  
The United States ◽  
Cultural Humility ◽  
Graduate Degree ◽  
Diversity And Inclusion ◽  
Educational Pedagogy ◽  
Social Work Programs ◽  
Practice Knowledge

Social work is a profession based on social justice and anti-oppressive action. Social workers in direct practice in most states must possess a master’s level graduate degree and have completed internship/practicum placements hours. This higher education and professional development prerequisites within graduate curriculums must begin to include increased acceptance and understanding of diversity and social justice through expanded lenses and move beyond current frameworks of diversity. For example, one such area of diversity that has become an increasing proportion of higher education students are students who identify as obese or “fat,” and are experiencing oppression and stigma in their everyday life. The authors used a grounded approach to analyze 100 accredited graduate social work programs’ curriculum throughout the United States, with the goal of understanding how the topic of obesity and weight-based oppression were integrated into learning curriculums of diversity, social justice, and cultural humility. The authors will discuss “fat culture” and stigma associated with an obese identity, as well as systems that are inherently oppressive to people who are of larger size. The findings revealed evidence of professional disregard for this population in practice, as well as overarching disregard for body size as a dimension of diversity and inclusion on an institutional level. The authors will reflect on these findings and discuss implications for practice, knowledge, and professional and educational pedagogy.

Women against War

2019 ◽  
pp. 169-200
Author(s):  
Anya Jabour
Keyword(s):  
United States ◽  
Social Justice ◽  
Social Work ◽  
World War I ◽  
Women's Movement ◽  
The United States ◽  
Red Scare ◽  
International Social Work ◽  
World War ◽  
International Social

Chapter 7 focuses on Breckinridge’s involvement in an international women’s movement dedicated to feminism, pacifism, and justice that flourished in the United States and Europe during and after World War I. This chapter explores the origins of Breckinridge’s pacifism, her introduction to feminist-pacifism during World War I, and her continuing commitment to internationalism in the isolationist 1920s. Breckinridge maintained her commitment to social justice and her participation in international social work circles even at the height of the Red Scare.

Deliberation and University Governance

2019 ◽  
pp. 110-150
Author(s):  
Richard M. Locke
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
University Governance ◽  
Diversity And Inclusion ◽  
Full Participation ◽  
Brown University ◽  
History Of ◽  
Collective Deliberation ◽  
Participation In Higher Education

In the United States, historical oppression and discrimination have barred certain groups based on their gender, race, religion, sexuality, and socioeconomic class from full participation in higher education. While there has been a long history of protest and pressure to diversify, progress has been mixed. After a recent wave of protests at Brown University, Richard M. Locke faced the task of developing a realistic and coherent university plan for addressing concerns and demands. Implementing insights from Joshua Cohen’s work on deliberation, Locke led a process that resulted in one of the most ambitious university diversity and inclusion action plans in the country. In this chapter, Locke describes the process undertaken and seeks to generalize from the experience at Brown to argue that collective deliberation can be an effective model for how universities can address an array of complex issues faced today.

Introduction

2021 ◽  
pp. 1-10
Author(s):  
Gerald J. Beyer
Keyword(s):  
Higher Education ◽  
Catholic Social Teaching ◽  
The United States ◽  
Social Teaching ◽  
Catholic Higher Education ◽  
Catholic Colleges ◽  
Responsible Investment ◽  
Diversity And Inclusion ◽  
Institutions Of Higher Learning ◽  
The University

The introduction describes the author’s purpose, aims, and methodology of the book and why it should matter to all who care about Catholic higher education. The author discusses his own indebtedness to Catholic higher education and acknowledges that Catholic colleges and universities in the United States serve students and society in laudable ways. However, the introduction presents the thesis of the book: many Catholic institutions of higher education have failed to embody the values of the Gospel and the principles of Catholic social teaching (CST) in some important institutional policies and practices. Just Universities argues that the corporatization of the university undermines the fidelity of Catholic higher education to its mission by hindering efforts to promote worker justice on campus, equitable admissions, financial aid, and retention policies, just diversity and inclusion policies, and socially responsible investment and stewardship of resources. The author acknowledges the argument of the book represents one perspective and is intended to generate more sustained conversation about ways that Catholic social teaching should shape the life of Catholic institutions of higher learning.

Migrant Workers

2013 ◽  
Author(s):  
Richard Wolff ◽  
Karen Dodge
Keyword(s):  
United States ◽  
Social Work ◽  
Education Policy ◽  
Child Labor ◽  
Working Conditions ◽  
Migrant Workers ◽  
Social Problems ◽  
The United States ◽  
Policy Issues ◽  
Social Work Programs

This entry discusses migrant workers in the United States and the unique circumstances and conditions they face. Included in the discussion are social problems faced by migrants with respect to health, housing, working conditions, child labor, and education. Policy issues are addressed, including relevant national, international, and corporate laws. Migrant patterns, demographics, and definitions are presented. Finally, social work programs, responses, and interventions are identified.

Truth in Labeling? An Initial Evaluation of Associate in Social Work Programs

2020 ◽  
Vol 25 (1) ◽  
pp. 65-87
Author(s):  
Rex J. Rempel
Keyword(s):  
Community Colleges ◽  
Social Work ◽  
Social Work Education ◽  
The United States ◽  
Consensus Definition ◽  
College Programs ◽  
Work Programs ◽  
Social Work Programs ◽  
Definition Of ◽  
Work Education

Although BSW programs have long accepted transfer students with associate degrees in human services, community colleges in the United States also offer associate in social work (ASW) degrees. Absent from the peer-reviewed literature, however, little is known about community colleges’ social work programs. They are unrecognized by the Council on Social Work Education (CSWE), and the validity of their claims to teach social work is untested. This research located 57 such programs and evaluated their ability to meet customary benchmarks for social work education. One- third of ASW program directors completed surveys about their programs, reportedly meeting 41% of select CSWE 2015 Educational Policy and Accreditation Standards for BSW programs. This empirical study of community college programs suggests broader options for both students and colleges, challenges the consensus definition of social work education as beginning in baccalaureate studies, and raises concerns about unproven claims to teach social work.

Substance Use Among a Sample of BSW Students: An Exploratory Study

2019 ◽  
Vol 24 (1) ◽  
pp. 361-384
Author(s):  
Patricia Chapman ◽  
Kathi R. Trawver
Keyword(s):  
Substance Use ◽  
Social Work ◽  
Exploratory Study ◽  
Help Seeking ◽  
The United States ◽  
Future Research ◽  
Convenience Sample ◽  
Social Work Educators ◽  
Frequency Of Use ◽  
Social Work Programs

This exploratory study used a convenience sample of 792 currently enrolled BSW students drawn from across accredited social work programs within the United States who completed a 60-item electronic survey to identify the occurrence, types, frequency, and severity of their substance use. More than 93% (n=742) of the study participants reported having used alcohol, and 62% (n=445) reported using drugs on one or more occasions. Reported types of use, frequency of use, and severity of use as measured by AUDIT and DAST scores showed BSW students' substance use similar to or above other national samples of college students. Recommendations for future research and implications for social work educators in addressing substance use and stress management and promoting destigmatized help-seeking among their BSW students are discussed.

scholarly journals Linking students and professional associations: A curricular strategy

2018 ◽  
Vol 15 (3) ◽  
pp. 5-24
Author(s):  
Shirley Simon ◽  
Susan F Grossman
Keyword(s):  
United States ◽  
Social Work ◽  
Professional Education ◽  
Professional Associations ◽  
The United States ◽  
Education Professional ◽  
Education Professional Development ◽  
Association Meeting ◽  
Social Work Programs

Students in professional social work programs in the United States traditionally receive little direct information about or contact with professional associations. What exposure they do get is haphazard and primarily through extracurricular means. This article describes and evaluates a curricular module to enhance student awareness of and connection to professional associations. The group work classes at a Midwestern United States university were adapted to include a course module addressing the role of professional associations. Components of the module include readings, discussions, presentations and attendance at a professional association meeting. Pre- and post-tests were administered to assess the initial impact of this module. The module appears to have had an impact upon students’ knowledge of and appreciation for professional associations. The authors advocate for increased curricular attention to facilitating this connection.Keywords: professional associations; social work curricula; professional education; NASW; MSW education; professional development

scholarly journals Impact of Emerging Technology in Social Work Practice

Social Work ◽  
2019 ◽  
Author(s):  
Paul Freddolino
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Information And Communication Technologies ◽  
New Technologies ◽  
Emerging Technologies ◽  
Work Practice ◽  
The United States ◽  
Social Work Practice ◽  
Trade Offs ◽  
Potential Impact

There is little doubt that social work practice has been, is, and will continue to be impacted by emerging technologies, generally defined in terms of information and communication technologies (ICT), in the United States and around the globe. However, while it is relatively easy to locate descriptions of innovative technologies and social work services utilizing these technologies, it is somewhat more difficult to locate concrete evidence to illustrate actual widely-adopted changes in the practice arena brought about as a result of ICTs. It is harder still to identify concrete, data-based evidence concerning the efficacy and cost-effectiveness of these technologies and services, the “real impact” that changes clients’ lives. Furthermore, there is little discussion concerning the concurrent impact of other significant ongoing transformations in social work practice that in some ways support increased impact of emerging technologies and in other ways limit their potential impact. Such trends as the following: the increasing prevalence of integrated mental health and substance abuse services into “behavioral health”; the promotion of inter-professional and multidisciplinary approaches; greater awareness of, and in some venues now required, focus on patient/client-centered care; heightened acknowledgement of the role of caregivers and their enhanced influence and power as advocates; heightened prevalence of universal design principles; increased attention to mindfulness; and greater sensitivity to the short- and long-term impact of trauma are all relevant. These trends create an environment in which emerging ICTs can have greater potential impact. They interact with both the development of new technologies and the escalating awareness of the potential of these technologies by practitioners, the agencies that employ them, and the clients and caregivers who utilize their services. Also involved are for-profit enterprises that see in this technology-enhanced arena a potential to earn substantial profits. The available sources make clear that little is indeed clear, and that there are both challenges and opportunities confronting the use of emerging technologies, with critical trade-offs between access and privacy, and between enhanced services and technology-related barriers to these services. Throughout this review social work’s commitment to social justice provides a lens that cannot be ignored, demanding recognition of sources whose description of impact may be less optimistic than that of ICT cheerleaders. The current state of affairs should serve as a call to action for all stakeholders in the human services to share information and data about these emerging trends, and to play an active role in their further development to ensure that the demands of social justice are addressed.

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