Now showing items 21-39 of 39

    • Social Work Educators in PWIs: Betrayed and Triggered Regularly

      Valandra (School of Social Work, 2023-09-29)
      This article chronicles some of the significant experiences I have dealt with regarding anti-black racism in the academy. I focused the article on the systemic ways I witness and experience the reproduction of whiteness and performative efforts by many of my White colleagues to give the illusion that they value racial diversity while simultaneously embracing and perpetuating whiteness in different ways in the academy. Given the pervasiveness of white supremacy within social work education, I focused my recommendations on guidance and strategies for Black faculty to survive anti-black racism and thrive within White academies to minimize stress and being betrayed and triggered regularly.
    • Love Letters for Liberatory Futures

      Jessica, Rodriguez-JenKins; Hunte, Roberta; Mitchell Dove, Lakindra; Alvarez, Antonia R.G.; Trinidad, Alma M. Ouanesisouk; Mehrotra, Gita R. (School of Social Work, 2023-09-29)
      This collection of letters serves to explore the narratives of a collective of women of color in academia by examining individual, collective, spiritual, and institutional strategies for surviving and transforming our institutional spaces and the ways that White Supremacy has shaped our journeys. Multiple perspectives are viewed, and we have written to our children, our future social work students, our future selves, our BIPOC faculty siblings, and our feared enemies to envision and embody more liberatory futures.
    • In My Own House: Experiencing Racism and Discrimination as a Black Academic in a School of Social Work

      Coles, D. Crystal (School of Social Work, 2023-09-29)
      Schools of social work often postulate that they are rooted in social justice and affirmed in the values and ethics of the social work profession. However, the lived experience of being a Black social work educator is oftentimes inclusive of working within an oppressive and toxic work environment, that is also a school of social work. My reflection describes the discriminatory practices exhibited in a school of social work faced by me as a Black social work educator and researcher within a research one institution. These experiences of discrimination include excessive critique, microaggressions, microinsults, and microinvalidations from senior colleagues, as well as a lack of action taken to address these discriminatory practices by administrators within the school. This piece identifies how emotionally overwhelming and mentally exhausting being a Black academic within a school of social work can be when colleagues and administrators demonstrate the actions of the oppressor.
    • three nine twenty one (3/9/21)

      Alvarez, Antonia R. G. (School of Social Work, 2023-09-29)
      This is a poem that emerged in the wake of another incident of anti-Asian violence and my own rage and exhaustion as a queer, Filipina-American social work educator and scholar-mama, teaching throughout the COVID-19 pandemic and the endemic of anti-Blackness in the United States. I reflect on the experiences of feeling sadness and anger towards Asian community members who support white supremacy, feeling like the energy that goes into my teaching is built to be drained, and the loneliness of the work. The poem ends with a metaphorical monstrosity of the body of a woman of color in the academy that appears briefly and then slinks away seeking shelter and solace, buried in the sand.
    • Vol. 29 No. 2 (2023): A Call for Social Work Educators to Confront and Dismantle Systemic Racism WITHIN Social Work Programs (Issue 1)

      School of Social Work (School of Social Work, 2023-09-29)
      Full version of Vol. 29 No. 2 (2023): A Call for Social Work Educators to Confront and Dismantle Systemic Racism WITHIN Social Work Programs (Issue 1)
    • Melanated and Educated: A Scholarly Personal Narrative

      Curiel, Luis O. (School of Social Work, 2023-09-29)
      I apply Scholarly Personal Narrative (SPN) in this paper as the research method to reflect on my academic experiences as a Latino within social work education. The four major components of SPN—pre-search, me-search, re-search, and we-search—facilitate my discussions on the racist encounters I have survived throughout my academic journey. Grounded in Latina/o Critical Theory (LatCrit) and Intersectionality Theory frameworks, I apply LatCrit’s testimonio (narrative) approach to explain the four major themes that emerged: assimilation and acculturation, barriers to education, microaggressions and racial gaslighting, and cultural taxation. I conclude with recommendations for recruiting and retaining men of color in social work education and discuss the potential benefits of cultural resemblance between instructor and student.
    • Reflections from the Editorial Leadership Team: A Call for Social Work Educators to Confront and Dismantle Systemic Racism Within Social Work Programs

      Baffour, Tiffany D.; Lawrence, Shonda K. (School of Social Work, 2023-09-29)
      Anti-racism is defined as “an action oriented, educational and/or political strategy for systemic and political change that addresses issues of racism and interlocking systems of social oppression” (Dei & Calliste, 2000, p. 188). This first of a two-part Special Issue of a trilogy on race and racism describes anti-racism efforts to dismantle racism in social work programs and departments. Individual transformation, organizational change, movement-building, and efforts to create more equitable and inclusive classrooms and racial equity in policies within social work programs are described. Counter-storytelling, using identity as its central theme, is used to discuss personal and/or institutional strategies for addressing, confronting, or dismantling systemic constraints that inhibit institutional change.
    • From a Distance: Establishing, Developing, and Deepening the Therapeutic Alliance

      Dozier Jr., Cutler C.; Fletcher, Kari L. (School of Social Work, 2023-07-21)
      We describe challenges when developing a therapeutic alliance—the dynamic and collaborative relational bond developed between therapist and client in a virtual environment during COVID-19. We offer adaptive strategies that can be used when establishing, developing, and deepening the therapeutic alliance when working virtually. Using a case study, individual vignettes illustrate the importance of establishing, developing, and deepening a therapeutic alliance. We introduce reflection and consultation adaptive strategies that may be effective when working virtually with clients. We also offer additional recommendations for strengthening clinical experiences while working with clients in a virtual environment.
    • How a Pandemic-Inspired Video-Based Assignment Made Me a Better Teacher

      Rossmassler, Sarah C. (School of Social Work, 2023-07-21)
      I wrote this reflection in response to the whirlwind of stress and emotion I felt as I started a new teaching job and simultaneously rode the waves of clinical and academic turmoil at the beginning stages of the pandemic. Writing the initial reflection was a way for me to process what I was experiencing; bringing my insights to the literature base allowed me to see a more universal version of my ideas. Finally, consolidating my experiences into the more aspirational notion that what was happening within the health care system was ultimately a crucible for change was transformative for me as an educator and a person.
    • Interdisciplinary Field Placements and Applied Learning During COVID-19: Community-Based Action Research on Face Mask Usage and Policies

      Weber, Bret A.; Barkdull, Carenlee; Walch, Tanis J.; Karikari, Isaac; Evenson, Ashley N.; Kuntz, Mikale; Gabel, Delton; Possis, Emily; Scallon, Stephanie; Wavra, Gabrielle; et al. (School of Social Work, 2023-07-21)
      This article describes the formation and work of an interdisciplinary team of social work and public health faculty and students. The team developed internships amid the challenges of the pandemic, with a focus on slowing the community spread of COVID-19. The project joined local government, the private sector, and the university in a research study to better understand and influence face mask wearing attitudes and behaviors and in an explicit effort to change related policies. We developed and implemented an action research project that included direct observations of facemask wearing behaviors, surveys regarding beliefs and attitudes about face masks, and interviews with community stakeholders. The project provided empirical data regarding face-covering usage that helped to change local—and then state—policy regarding mask wearing. This article provides a chronological narrative of the experience largely told through the participants’ voices, especially those of the students.
    • Building a Creative Community: Lessons Learned from Efforts to Expand a Youth Social Justice Writing Internship in a Pandemic

      Sloane, Heather Murphy; Goins, Duvonna; Rowe, Amy; Meuser, Nick; Banks, Dai’ja; Lux, Lori; Black, Tulani (School of Social Work, 2023-07-21)
      This is a firsthand account of efforts made to expand a social justice writing mentoring internship during the COVID-19 changes to universities and public schools that began March 2020. The Fearless Writers project was put in place to disrupt neighborhood segregation experienced in the United States by partnering university students with inner-city public high school students. This account incorporates creative writing produced during this time within the internship, with the permission of the writers. These small written pieces serve as evidence of thoughts and feelings shared by members of this unique creative community during a time of health and racial crisis. Reflections are shared about the challenges of continuing a social work internship, including the risk of not knowing what would happen to the project that was constantly shifting while local and state governments were scrambling to plan for community safety.
    • Student Reflections on Field Education During COVID-19: One Year Later

      Henton, Jesse; Collins, Tara; Wickman, Jayden; Huang, Lavender Xin; Alemi, Mohammed Idris (School of Social Work, 2023-07-21)
      The COVID-19 pandemic has significantly affected social work education, particularly field education. This article reflects upon field education of student research assistants doing their practica during COVID-19, comparing those perspectives to those of students surveyed one year ago. The research assistants worked on a national online survey conducted in July 2020 by the Transforming the Field Education Landscape (TFEL) partnership. The survey obtained responses from 367 BSW and MSW students. The article outlines five major student themes: social isolation, mental health, quality of learning, financial concerns, and a sense of fear and uncertainty. It juxtaposes these concerns with reflections by the TFEL student research assistants—each research assistant reflecting on one concern that resonated with them—to demonstrate their continued relevance to student practica one year later.
    • Souvenirs from the Journey: Building Compassion Satisfaction through Confidence, Competence, Connectedness, and a Climate of Compassion

      Welleford, E. Ayn (School of Social Work, 2023-07-21)
      I didn’t realize mine was a story of building resiliency and compassion satisfaction until the COVID-19 pandemic emerged and I began to hear students, colleagues, friends, and family echo similar narratives from their journeys. Nurturing our compassion satisfaction is our first duty as helping professionals. Sometimes the best tools for resiliency in times of crisis come from the souvenirs from our own stories, hard won remembrances, personal lessons in narrative care. This article shares lessons learned for building compassion satisfaction: confidence in our big why, competence in our tools, connection with our village, and creating a climate of compassion for self and others so we may thrive in times of struggle.
    • The Density of Hollow Bones: A Narrative Reflection on the Pandemic

      LaBarre, Heather A. (School of Social Work, 2023-07-21)
      This reflection explores my personal experience as a field director managing the upheaval of students removed from field placement in the wake of the pandemic. Personal responses to the demands of work, motherhood, and self-care are narrated through the process of acknowledging loss and grief for students and me. Identification of hope and resilience in times of chaos provides a mechanism to support others as they traverse unexpected shifts in work, practice, and daily life.
    • We Are in This Together: Reflections on How One Education Professor Reimagined Supervised Field Hours for Pre-Service Teachers

      Morgan, Patrice R. (School of Social Work, 2023-07-21)
      Educating future teachers is a fulfilling and great opportunity to share the dedication needed to succeed in this profession through field experiences. Experience has shown me that the role of an educator is to model being a collaborator, nurturer, professional, and facilitator. Through reflective practice on research-based strategies, goal setting, flexibility, and transparency, I present my reflections on shifting field experiences to a virtual environment.
    • The New Normal That Never Happened: Faculty and Students Navigating Through Collective and Shared Trauma

      Galan-Cisneros, Patricia A.; Hildebrandt, Erika J.; Vasquez, Jennifer; Gomez, Rebecca J. (School of Social Work, 2023-07-21)
      This article explores our experiences as four social work professionals in higher education during COVID-19. Utilizing the lens of collective, cultural, and shared trauma, we reflect on our experiences as academic educators, field educators, and academic administrators across three institutions. Our perspectives and responses from a large public institution, small private religious institutions, Hispanic Serving Institutions, and a Primarily White Institution are shared. We highlight the role of trauma-informed teaching in supporting students, staff, and faculty to explore approaches to promote professional post-traumatic growth outcomes.
    • A Professor’s Reflection: What the Pandemic is Teaching Us About the Importance of Deconstructing Professionalism

      Dove, Lakindra Mitchell (School of Social Work, 2023-07-21)
      This narrative is an account of my experiences as a professor, teaching remotely during a pandemic. It addresses the impacts that COVID-19 has had on students, shifting how we prepare students to enter the helping professions. I incorporate my personal experiences of how I modified my teaching practices to support students, and in doing so, realized that the ways in which we have historically prepared students to enter the helping professions may no longer be applicable. This narrative examines professionalism and its usefulness for the social work profession, and how the pandemic has challenged us to consider the role of professionalism and how it may contribute to the inhibition of authentic engagement. This is a critical turning point for helping professions to examine outdated practices and explore incorporating inclusive practices that promote authenticity. This narrative discusses the need to deconstruct professionalism and promote the importance of authentic engagement.
    • Reflections from the Guest Editorial Team: The Impact of COVID-19 on Preparing Future Helping Professionals and on Practice with Individuals, Families, Groups and Communities (Issue 2)

      Selber, Katherin; Levy, Lynn (School of Social Work, 2023-07-21)
      In this Guest Editorial, we introduce the second of two special issues of Reflections focusing on the impact of COVID-19 on professional education and practice. In this issue, authors in the professions of social work, nursing, gerontology, public health, and education offer endless insights into the impact of COVID-19 on students, educators, and field practice experience as well as on their personal and professional lives. Reflecting on their lived experiences, authors share the strategies they used to adapt to an ever-changing world during the COVID-19 pandemic. The important topics of shared or collective trauma and resiliency are explored from a variety of perspectives.
    • Vol. 29 No. 1 (2023): Impact of COVID-19 on Preparing Future Helping Professionals

      School of Social Work (School of Social Work, 2023-07-21)
      Full version of Vol. 29, Issue 1. Special Edition: The Impact of COVID-19 on Preparing Future Helping Professionals and on Practice with Individuals, Families, Groups, and Communities (Issue 2)