Promoting Positive Development in Children, Youth, and Families: A Social Work Cultural-Practice Perspective

Summary Truth and Reconciliation Commissions represent an innovative model for social work practice. The Greensboro Truth and Reconciliation Commission was a community-based intervention that sought to address lingering social trauma and tension from a 1979 incident of racial violence in North Carolina. This case study analyzes the Greensboro Truth and Reconciliation Commission from a community practice perspective by highlighting relevant aspects of the intervention for social work practice. The intervention is examined along the community practice dimensions of context, theoretical basis, practice model, framing, strategy, and tactics. Each dimension is presented and related to a specific aspect of the Greensboro Truth and Reconciliation Commission case. Findings The historical context of the Greensboro Truth and Reconciliation Commission includes legacies racism, labor exploitation, and violence that was pervasive in the U.S. south, as well as traditions of resistance to oppression. The theoretical underpinnings of the Greensboro Truth and Reconciliation Commission include social constructionism and restorative justice. The Greensboro Truth and Reconciliation Commission falls within the community practice models of neighborhood and community organizing and community capacity development. The intervention was framed as a Truth and Reconciliation Commission and incorporated a strategy of inclusiveness. The community practice tactics of fundraising, outreach and recruitment, research and investigation, and public hearings were employed. Applications This article concludes with assessments of the Greensboro Truth and Reconciliation Commission’s impact and implications for community practice, including current applications of the Truth and Reconciliation Commission model in the U.S. Social workers working in communities can apply the Truth and Reconciliation Commission model and the specific community practice dimensions identified in the case study to empower communities and work to overcome legacies of social injustice, violence, and oppression.

Download Full-text

A SOCIAL WORK PRACTICE PERSPECTIVE ON MIGRATION

Social Work/Maatskaplike Werk ◽

10.15270/49-1-72 ◽

2014 ◽

Vol 49 (1) ◽

Author(s):

Wim Roestenburg

Keyword(s):

Social Work ◽

Work Practice ◽

Social Work Practice ◽

Practice Perspective

Download Full-text

Translating Concept into Act forMulti-Cultural Practice: Comparison of Students’ and Field Instructors’ Perceptions of Diversity Training Effectiveness

Advances in Social Work ◽

10.18060/41 ◽

2018 ◽

Vol 4 (1) ◽

pp. 34-45 ◽

Cited By ~ 1

Author(s):

Theresa J. Early ◽

M. Elizabeth Vonk ◽

Mary Ellen Kondrat

Keyword(s):

Social Work ◽

Diversity Training ◽

Cultural Practice ◽

Field Education ◽

Culturally Competent ◽

Field Instructors ◽

Classroom Training ◽

Social Work Program ◽

Shed Light ◽

Culturally Competent Practice

Education for culturally competent practice increasingly is a responsibility for social work educators.Using data collected for an evaluation of the field education component of a large,Midwestern social work program, the purpose of this study is to shed light on students’ application in the field practicum setting of classroom training in culturally competent practice. Responses were obtained from field instructors (n=76) and students (n=70). Students reported learning in areas dealing with diversity at statistically significant levels; however, instructor ratings of student competence were significantly lower than student ratings. Results are discussed in light of necessary attitudes, knowledge, and skills. Implications for program monitoring and improvement, education, and further research are discussed.

Download Full-text

Animal Assisted Intervention at The Nelson ARK: A social work placement reflection

Aotearoa New Zealand Social Work ◽

10.11157/anzswj-vol32iss4id796 ◽

2020 ◽

Vol 32 (4) ◽

Author(s):

Letitia Meadows ◽

Karen Howieson ◽

Tessa Bashford ◽

Brooke Silke-Atkins

Keyword(s):

Social Work ◽

Social Work Students ◽

Field Education ◽

Positive Development ◽

Work Placement ◽

Human Animal ◽

Work Education ◽

Animal Assisted Intervention ◽

Work Student ◽

And Training

The involvement of animals in aspects of social work assessments and interventions has been touted as a positive development. Yet, little attention has been given to the potential for animal involvement in social work education and training. This practice reflection describes social work student placements at The Nelson ARK, where Animal Assisted Intervention (AAI) is employed in programmes for youth. Social work placement coordinator, Letitia, and The Nelson ARK manager, Karen, provide the background to this initiative, while students, Tessa and Brooke, share a snapshot of their placement experiences that highlight a fresh appreciation of human–animal relations. From our collective experiences, the authors propose that field education in services that provide AAI affords novel and valuable learning for social work students.

Download Full-text

Expanding Research Integrity: A Cultural-Practice Perspective

Science and Engineering Ethics ◽

10.1007/s11948-021-00291-z ◽

2021 ◽

Vol 27 (1) ◽

Author(s):

Govert Valkenburg ◽

Guus Dix ◽

Joeri Tijdink ◽

Sarah de Rijcke

Keyword(s):

Conceptual Framework ◽

Research Integrity ◽

Scientific Work ◽

Cultural Practice ◽

Responsible Conduct ◽

Practice Perspective ◽

The Individual ◽

Further Development ◽

Do So

AbstractResearch integrity (RI) is usually discussed in terms of responsibilities that individual researchers bear towards the scientific work they conduct, as well as responsibilities that institutions have to enable those individual researchers to do so. In addition to these two bearers of responsibility, a third category often surfaces, which is variably referred to as culture and practice. These notions merit further development beyond a residual category that is to contain everything that is not covered by attributions to individuals and institutions. This paper discusses how thinking in RI can take benefit from more specific ideas on practice and culture. We start by articulating elements of practice and culture, and explore how values central to RI are related to these elements. These insights help identify additional points of intervention for fostering responsible conduct. This helps to build “cultures and practices of research integrity”, as it makes clear that specific times and places are connected to specific practices and cultures and should have a place in the debate on Research Integrity. With this conceptual framework, practitioners as well as theorists can avoid using the notions as residual categories that de facto amount to vague, additional burdens of responsibility for the individual.

Download Full-text