Now showing items 21-40 of 2735

    • Moving Towards an Abolitionist Praxis: Roots, Blossoms, and Seeds from an Occupational Therapy Doctoral Resident

      Wan-Lai Yue, Janis (School of Social Work, 2023-11-29)
      This essay traces my personal roots as an Asian-American woman with a father diagnosed with bipolar disorder and the impact of my lived experiences on my professional journey as a pediatric mental health occupational therapist. I highlight three exemplary client stories from my year as a doctoral resident at a community-based mental health agency that have furthered my critical analysis of our current child welfare system. Finally, I reflect upon the importance of collectively developing an abolitionist praxis as occupational therapists and health workers at large who are committed to building equitable systems of care that do not further harm structurally marginalized community members.
    • A Social Worker's Journey of Residing with a Military Member with Post Traumatic Stress Disorder

      Collins, Tara; Walsh, Christine; Tam, Dora (School of Social Work, 2023-11-29)
      This reflection explores my (Collins') experience residing with a military member diagnosed with military-related post traumatic stress disorder (PTSD). Despite being a social worker, I was unsure what was happening to my partner and myself following the diagnosis. With little supports and understanding from others about what I was facing, I felt completely defeated and hopeless as my own mental health plummeted to the point that I was also diagnosed with secondary PTSD. This paper reflects upon this journey while also sharing insight to help others in similar situations, researchers, and practitioners so that they are better equipped to address the concerns. The connection between healing the body, mind, and spirit was instrumental in my healing. It is hoped that through some of the strategies, and by demonstrating that healing is possible, hope will be instilled in others while also educating helping professionals on the impact of PTSD.
    • Reflections from the Editorial & Publishing Teams: Our New Publishing Home

      Bailey, Darlyne; Leisey, Monica; Netting, F. Ellen; McNally Koney, Kelly; Messaro, Beth (School of Social Work, 2023-11-29)
      Reflections Volume 29(3) includes an update from the Editorial Leadership Team and our new Publisher at Salem State University. We follow this update by recognizing how Reflections is built around an multidisciplinary community of reviewers, authors, volunteers, students, and educators engaged in the enterprise of supporting a platform for narrative writing and creative expression. In this General Issue we are excited to introduce 13 engaging articles in which stories about personal and professional relationships influence our sense of community and impact every aspect of our lives. Beginning with articles on personal interactions and experiences that form us, our authors take us into educational and practice settings in which it is imperative to form cohesive bonds that sustain us as professional helpers.
    • A Little Spice: Reflections on a First Visit After the Lockdown

      English, Sara J. (School of Social Work, 2023-11-29)
      Younger persons living in long term care often come to care due to a lack of support, including social support from family and friends, which is a result of frail, fragmented and fractured relationships. My dissertation explored the experiences of socially isolated younger residents—defined as persons under the age of 65—who lived in long term care, where policies and procedures focus primarily on caring for older persons. My connections to these residents was abruptly cut off during the early lockdowns, associated with COVID-19. When the nursing homes reopened, I began to visit again. The qualitative data from these visits were the foundation for a poetic inquiry. This poem is one of the results.
    • Nursing Home Social Work During the COVID-19 Pandemic: Reflections Behind the Mask

      Allen, Priscilla D.; Leff, Daniel (School of Social Work, 2023-11-29)
      The majority of COVID-19 deaths between 2020 and 2021 were older adults with compromised health. Nursing homes in the United States were the highest risk places for death caused by COVID-19 due to the physical vulnerability of residents, close quarters, and staffing shortages. Skilled nursing facilities are required to have trained social work professionals to meet the psychosocial needs of residents—made more severe as a result of the pandemic with visit restrictions, limited staff, and few incentives—yet the placement on trained social workers of incredibly high caseloads and expectations was only increased during the pandemic. Our article provides literature relating to social work wellbeing, recommendations from us the authors, and includes a first-person account of our daily work life to illuminate the complex and rigorous, psychologically demanding, and still too-little recognized role of the nursing home social worker as a key agent for change, problem-solving, and essential care.
    • Straddling the South African Two-School System During the COVID-19 Pandemic—A Reflective Narrative of How One Student Teacher Traversed the Changing Education Landscape

      Sars, Cindy; Laloo, Eugene (School of Social Work, 2023-11-29)
      The South African education system has been aptly described as a “two-school” education system. This description refers to one of the many legacies of apartheid, which resulted in one well-resourced school system that offers high quality education to one sector of the population, with the other under-resourced and generally struggling to achieve the same results. As part of my teacher training, I have worked in both systems. Straddling this dichotomous education system during the COVID-19 pandemic has given me valuable insights and has significantly contributed to how I envisage my career as a teacher. Through this narrative reflection I provide an account of key moments during my teaching practice module that contributed to my altered worldview. Entering the teaching profession during the COVID-19 pandemic proved very challenging, but ironically, it was this disruptive entry that has changed my worldview so that I now feel drawn to working in under-resourced schools.
    • Vol. 29 No. 3 (2023)

      School of Social Work (School of Social Work, 2023-11-29)
      Full version of Vol. 29 No. 3 (2023)
    • White Like Social Work

      Leverett Brown, Shena (School of Social Work, 2023-09-29)
      This essay joins personal narrative with an unpublished book review expressing my skepticism about current anti-racism rhetoric within social work programs and the performative actions that often accompany it. Here, I revisit a critique of the personal narrative written by anti-racism educator Tim Wise in White Like Me (2011) completed during course work in a doctoral program. I use my reaction to Wise’s reflection on his white privilege as material to explore and examine efforts to confront and dismantle systemic racism in social work programs and essentially throughout the profession. I challenge social work programs to think critically about the next steps towards their positions on anti-racism and their interactions with students, staff, and faculty. Finally, the conclusion summarizes the essay while offering opportunities for scholars to contribute to the conversation about dismantling, deconstructing, and divesting from racist ideology and policies in social work programs.
    • Resistance to the Academy: A Call to be a Disrupter

      Mitchell Dove, Lakindra (School of Social Work, 2023-09-29)
      This personal narrative provides an account of my path to academia as a Black woman. I recall the initial hesitation and resistance that I battled as a result of my observations, experiences, and uncertainty about my place in the academy. I discuss my non-traditional approach to securing a tenure-track position and how I have come to view my role and my presence within academia as a form of resistance to and disruption of racism. In this personal narrative, I present strategies that I have used to thrive despite racism and oppression, in addition to the challenges posed due to the pandemic. I also highlight the importance of amplifying the voices of Black women and women of color within the literature.
    • We Have Some Reconciliatory Work to Do: Kitchen Table Conversations Between Black and Brown Scholars in Canadian Academe

      Khan, Maryam; Wilson, Ciann L. (School of Social Work, 2023-09-29)
      This critically reflexive, conversation-based paper traces the lived intersectional experiences of systemic racism of two racialized women educators (Black and Brown-South Asian settler) at a Canadian university located on the traditional territories of the Anishnawbe, Haudenosaunee, and Neutral peoples. We discuss experiences of navigating whiteness in relation to “model minority” status and the discourses of diversity that permeate academe. We reflect on how racism, and specifically anti-Black racism and whiteness, are embedded in research. Some key questions we wrestled with are: How are the conversations about model minority status really about white supremacy and proximity to whiteness? How are Brown bodies played against Indigeneity and Blackness to further disenfranchise the latter and serve capitalist interests? How have academic institutions co-opted Equity, Diversity, and Inclusion (EDI) policies to benefit the status quo? The spirit of the paper encapsulates the two authors’ building solidarity by resisting racist hierarchies enshrined within academia.
    • Reflections on the Climb to Promotion and Well-Being: Confronting the Discipline, the Department, and Drama

      Wade-Berg, Jennifer A.; Robinson-Dooley, Vanessa; Kennett, Naynette; Collard, Carol (School of Social Work, 2023-09-29)
      This article offers the narratives of four Black women in a department of social work at a research-intensive university. Through their eyes, attention is brought to the types of racial injustice that can exist and how each found a way to successfully navigate the experience. Using narrative from a critical race perspective, the authors hope that readers, especially faculty of color, can see themselves and find inspiration to navigate their own departments and daily experiences.
    • Changing the System While You Are in the System Is Not Easy: Creating Cultural Safety for Native American Students on Campus

      Devereaux, Turquoise Skye; Walker, Laurie A. (School of Social Work, 2023-09-29)
      As a Native American social work student and practicum supervisor, we describe a program evaluation at a campus Native American student services site and share insights on integrating Indigenous ways of knowing, cultural practices, and a justice orientation into identities and practices. We describe disseminating findings and student efforts to work within systems to make policy changes; however, changing a system—that constantly tells you that you (and who you are) are not meant to be there—while you are in the system is not easy. We describe key engagement concepts including microaggressions, stereotype threat, tokenism, resiliency, and survivance. We—as decolonizing social work scholars—provide a vision for how to move forward together in creating culturally safe classrooms, campuses, communities, and social work practices grounded in Indigenous ways of knowing and being.
    • 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.