Global Social Work: Human Rights, Advocacy, and Sustainability: A Machine-Generated Literature Overview 9789819618316, 9789819618323

Citation preview

Rajendra Baikady   Editor

Global Social Work: Human Rights, Advocacy, and Sustainability A Machine-Generated Literature Overview

Global Social Work: Human Rights, Advocacy, and Sustainability

Rajendra Baikady Editor

Global Social Work: Human Rights, Advocacy, and Sustainability A Machine-Generated Literature Overview

Editor Rajendra Baikady Department of Social Work Central University of Kerala Kasaragod, Kerala, India

ISBN 978-981-96-1831-6 ISBN 978-981-96-1832-3 (eBook) https://doi.org/10.1007/978-981-96-1832-3 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Singapore Pte Ltd. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore If disposing of this product, please recycle the paper.

Preface

Since its beginning in the 19th century social work profession continues to serve millions of poor, marginalized and vulnerable people in various countries across the globe. Social work contributed to the poverty and inequality reduction in line with professions commitment to establish a just and equal society. Professionally trained social workers in the contemporary society work in addressing social problems and challenges of our time. Social work as a human service profession in the modern society is expected to address the needs of people and bring their problems to the public attention. In order to do so social work adopts the method of social action, social work research, social work intervention and activism. Today social work exists in more than 90 countries that share different social, political and economic realities. Social work as an academic discipline and practice profession has grown in all parts of the world, with the advancement of research and teaching programmes the knowledge base of social work concerning social issues, problems and challenges is expanding rapidly. Several new and emerging areas have been added to social work curriculum over the last few decades. In addition to the existing methods of social work practice several innovative and user-friendly approaches have been developed and practiced in social work across the globe. Various social issues that are important at both global and local contexts have been addressed by the social work curriculum in the social work programmes offered in social work departments around 90 countries in the globe. Further social work interventions are noticeably influencing the social policy and welfare provisions in several countries. For over a century social work has been on the forefront in addressing the social challenges facing our community and the world. As the global society continues to evolve and experience new multidimensional and complex social problems social work needs to be trained and equipped with advanced practice and research skills. Despite existing advanced social work practice methods and approaches the profession is incompetent to address the challenges and demands of the present global society. Further with the advancement of technology, communication and mass media challenges related to privacy of the client, ethical concerns of marginalized, vulnerable and people in conflict with law in social work practice settings have been constantly increasing.

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The emergence of COVID-19 pandemic had profound impact on both teaching and practice of social work. The pandemic and underscoring challenges in the global society have shown the drawbacks of social work profession across several societies including industrialized western world. Learning from the pandemic the value of quality social work education and practice is clearer than ever. Social work needs to advance its knowledgebase, develop new methods of practice to reach the unreached communities, advance the ethical practices to protect the marginalized and vulnerable people, more than anything social work needs to adopt evidence based practice in order to be relevant to the changing global society. This second volume of Global Social Work is an attempt to provide up to date knowledge and evidence based literature on various aspects concerning social work education, practice and research. This volume focuses, in eight chapters, on various aspects related to social work practice with marginalized sections, social policy and social work interface, human right interventions and social work practice in the field of human rights, social work advocacy, social action, contributions of social work in achieving sustainable development goals and various challenges related to social work in the 21st century. The volume also sets out the future directions for social work profession, education and research at the global level. Similar to the first volume on Global Social Work, this too is an outcome of Human–Machine collaboration. The content of this book was produced with the support of Artificial Intelligence (AI). In a traditional method of editing a book we human as editors curate chapters based on our collaborations and networks, whereas in this new approach the AI curates the chapters based on the extensive and well-defined keywords provided by the editor. The program selected both relevant and non-relevant articles related to global social work in the initial search; however based on the careful examination of editor’s non-relevant articles were excluded from the final manuscript and table of content was adjusted a little to maintain the coherence. While witnessing this advanced method of knowledge production I am proud that this is the first of its kind book focusing on global social work produced by Human-Machine collaboration across any publishers so far. I am confident that this book will be most interesting and useful reference to scholars, educators, practitioners and alike. Lastly, I take this opportunity to thank the Springer Nature editor Mr. Akshay Dhavale for recognizing my expertise in social work and inviting me to this unique Human-Machine collaboration book project. I am also indebted to Springer Nature editor Shruthi Kalantre for her several meetings and endless technical support in producing this historic volume. Kasargod, Kerala, India

Rajendra Baikady, Ph.D., FRSA

About This Book

Auto-summaries can be generated by either an abstractive or extractive autosummarization: • An extraction-based summarizer identifies the most important sentences of a text and uses the original sentences to create the summary. • An abstraction-based summarizer creates new text based on deep learning. New phrases are created to summarize the content. The auto-summaries you will find in this book have been generated via an extractive summarization approach. Each chapter was carefully edited by Rajendra Baikady. The editor selected the papers which were then auto-summarized. The editors have not edited the autosummaries due to the extraction-based approach and have not changed the original sentences. You will find the editors’ reviews and guidance on the auto-summaries in their chapter introductions. In machine-generated books, editors are defined as those who curate the content for the book by selecting the papers to be auto-summarized and by organizing the output into a meaningful order. Next to the thoughtful curation of the papers, editors should guide the readers through the auto-summaries and make transparent why they selected the papers. The ultimate goal is to provide a current literature review of Springer Nature publications on a given topic in order to support readers in overcoming information overload and to help them dive into a topic faster; to identify interdisciplinary overlaps; and to present papers which might not have been on the readers’ radar. Please note, that the selected papers are not used to train a LLM while the auto-summaries are created.

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Contents

1 Social Work with Marginalized Sections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Introduction by the Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Gay Affirmative Practice: A Model for Social Work Practice with Gay, Lesbian, and Bisexual Youth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Black Perspective in Clinical Social Work . . . . . . . . . . . . . . . . . . . . . . . . Using a Biopsychosocial Paradigm in Social Work Practice with Children Who Have Tourette Syndrome . . . . . . . . . . . . . . . . . . . . . . . . . . Overcoming Barriers to Using Empirically Supported Therapies to Treat Childhood Anxiety Disorders in Social Work Practice . . . . . . . . . Clinical Social Work Practice with Former System Youth with Mental Health Needs: Perspective of Those in Need . . . . . . . . . . . . . . ‘Everyday Bordering’ in England, Sweden and Bulgaria: Social Work Decision-Making Processes When Working with Migrant Family Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . From the Evidence of Violence Against Children to a Prevention-Oriented Response in Malawi: Planning for Social Services with a Public Health Model for Social Work Engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Transgender and Gender Diverse Children: Considerations for Affirmative Social Work Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sociodrama as a “Potential Stage” for Creating Participative and Transformative Research on Social Work with Families Living in Vulnerable Situations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . “He Wears Pink Leggings Almost Every Day, and a Pink Sweatshirt….” How School Social Workers Understand and Respond to Gender Variance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Transgender Family Policy and the Social Work Response . . . . . . . . . . . . . Social Work as Social Justice: Supporting the Autonomy of Students with Disabilities Through Alternatives to Guardianship . . . . The Ethics of Social Work and the Support of Self-Determination . . . . . Population Shifting and Risks of Street Children in Asia: Possible Social Work Interventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Social Work Organizations’ Role in the Social Capital Building in China: A Case Study Among Rural Migrant Workers in Xiamen . . . . Perceived Factors Influencing Younger Adults’ Rural–Urban Migration and its Implications on Left Behind Older Parents in Nsukka LGA: Practice Considerations for Gerontological Social Workers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . African-Centered Frameworks of Youth Development: Nuanced Implications for Guiding Social Work Practice with Black Youth . . . . . . Some Impediments to Child Sexual Abuse Interventions and Corresponding Social Work Implications: Reflections on the Zimbabwean Victim Friendly System . . . . . . . . . . . . . . . . . . . . . . . . . . Intersecting Race and Gender Across Hardships and Mental Health During COVID-19: A Moderated-Mediation Model of Graduate Students at Two Universities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Social Workers’ Roles in Supporting the Sexual and Relational Health of Children with Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Social Work and Social Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Introduction by the Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Problem-Based Learning in Social Policy Class: A Semester-Long Project Within Organizational Policy Practice . . . . . . . . . . . . . . . . . . . . . . . . . Retiring in the Informal Economy: Implications for Social Policy Intervention for Ageing Workers in Ghana . . . . . . . . . . . . . . . . . . . . . . . . . . . . Changing Social Policy and the Transgender United States Soldier . . . . . Unequal Conditions of Care and the Implications for Social Policies on Young Carers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Social Workers and LGBT Policies: Attitude Predictors and Cultural Competence Course Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . Exploration and Implication of Value Orientation Patterns in Social Policy-Practice with Ethnic Communities in Bangladesh . . . . . Does Policy Practice Class Increase Social Work Students’ Planned Political Engagement? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Social Work and Human Rights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Introduction by the Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Do US Social Work Students View Social Work as a Human Rights Profession? Levels of Support for Human Rights Statements Among BSW and MSW Students . . . . . . . . . . . . . . . . . . . . . . . . . . Transforming Social Work Education in India: Integrating Human Rights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Right-Wing Populism and Social Work: Contrasting Ambivalences About Modernity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School Social Work and the Human Right to Education . . . . . . . . . . . . . . .

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Human Rights in Chilean Social Work: Lessons from Chile to Prepare Social Work Students for Human Rights Practice . . . . . . . . . . . ‘Revenge Porn’ and Women Empowerment Issues: Implications for Human Rights and Social Work Practice in Zimbabwe . . . . . . . . . . . . . Research Informed Competencies for Human Rights Field Education in Social Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . How Social Workers Can Use a Human Rights Approach to Disasters: Lessons Learned from the International Community . . . . . . A Rights-Based Approach to Social Work in Jails . . . . . . . . . . . . . . . . . . . . . A Look in the Mirror: Unveiling Human Rights Issues Within Social Work Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Aging and Human Rights: A Rights-Based Approach to Social Work with Older Adults . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Social Work and Human Rights—Linking Two Traditions of Human Rights in Social Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Forced Migration, Older Refugees and Displacement: Implications for Social Work as a Human Rights Profession . . . . . . . . . . . . . . . . . . . . . . . . Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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4 Social Work Advocacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Introduction by the Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Where to for Climate Justice and Social Work Advocacy? Connect, Dialogue, and Multisolve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Policy Mapping of US Congressional Proposals on Climate Change: Informing Social Work Advocacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . Online Activism and Redress for Institutional Child Abuse: Function and Rhetoric in Survivor Advocacy Group Tweets . . . . . . . . . . . Human Rights–Based Practice in Social Work: The Case of Asylum Seekers in Canada . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Digital Divide Is a Human Rights Issue: Advancing Social Inclusion Through Social Work Advocacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Transnational Advocacy at the United Nations for Social Workers . . . . . Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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5 Social Activism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Introduction by the Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Forces of Altermodernization: Urban Social Movements and the New Urban Question in Contemporary Poland . . . . . . . . . . . . . . . . Negotiating the NGO/Social Movement Dichotomy: Evidence from Punjab, India . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . From Health Crisis to Rights Advocacy? HIV/AIDS and Gay Activism in China and Singapore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Sharing My Story: Representing Social Work at the UN and Select Local Human Rights Activism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211 Resistance and Renewal: How Native Food Sovereignty Movements Should Guide Human Rights and Social Work . . . . . . . . . . . . 214 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 6 Social Work and Sustainability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Introduction by the Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Social Work Empowerment Model for Mainstreaming the Participation of Rural Women in the Climate Change Discourse . . . . Women’s Empowerment Following Disaster: A Longitudinal Study of Social Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Social Work Models for Climate Adaptation: The Case of Small Islands in the Caribbean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Sustainable Development Goals and Aging: Implications for Social Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . When Social Workers Are Stalked: Risks, Strategies, and Legal Protections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Human Rights–Based Social Work and the Natural Environment: Time for New Perspectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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7 Challenges for Social Work Education and Practice . . . . . . . . . . . . . . . . . Introduction by the Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Teaching and Learning in a Time of Corona: A Social Work Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A Social Work Education Grounded in Human Rights . . . . . . . . . . . . . . . . . Social Work Education: Ensuring Its Viability into the Future . . . . . . . . . . Unsettling Human Rights History in Social Work Education: Seeing Intersectionality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . An Exploration of Human Rights and Social Work Education in the United States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Social Work Education in Uncertain Times: Protecting the Human Rights of Migrants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E-Learning and Social Work Education During COVID-19 . . . . . . . . . . . . Benefits and Challenges of Online Education for Clinical Social Work: Three Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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8 Future Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Introduction by the Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sustainable Development Goals and Social Work: Opportunities and Challenges for Social Work Practice in Malaysia . . . . . . . . . . . . . . . . . . Inter and Intra Professional Social Work Differences: Social Works Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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The Relationship Between Social Work and Psychoanalysis: The Future Impact of Social Workers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Years and the Future of Agency-Based Clinical Social Work Practice: Introduction to the Special Issue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mindfulness: The Present Moment in Clinical Social Work . . . . . . . . . . . . Use of Simulation Methods in Social Work Research on Clinical Decision-Making . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . #socialwork: Informal Use of Information and Communication Technology in Social Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . COVID-19 and Beyond: A Prototype for Remote/Virtual Social Work Field Placement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Participation in Social Work Membership Organizations: Opportunities and Challenges in a Changing Society . . . . . . . . . . . . . . . . . . Field Practice, Emerging Technologies, and Human Rights: The Emergence of Tech Social Workers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Relational Dimensions of Virtual Social Work Education: Mentoring Faculty in a Web-Based Learning Environment . . . . . . . . . . . . . Clinical Social Work in a Digital Environment: Ethical and Risk-Management Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Social Work with Marginalized Sections

Introduction by the Editor Introduction Social work is a practice-based academic discipline that seeks to improve the quality of life and subjective well-being of individuals, groups, and communities. Social work uses different methods, such as research, policy, community organizing, direct practice, crisis intervention, and teaching, to help people who are affected by social disadvantages, such as poverty, mental and physical illness or disability, and social injustice, including violations of their civil liberties and human rights. In 2015, the world leaders adopted the Sustainable Development Goals document with 17 achievable goals for the year 2030 and listed reducing inequality in all its forms by the year 2030 as one of the important goals to be achieved. Furthermore, the 2030 agenda reaffirmed that “achieving gender equality is central to the achievement of sustainable development for all by 2030” (United Nations, 2020, para 1). Achieving gender equality is one of the major prerequisites for achieving sustainability, as the existence of a peaceful and healthy society is not possible until women and girls have the right to equal pay, education, citizenship, land ownership, body autonomy, maternal health rights, freedom from violence, peacebuilding voice, and political leadership roles (Global Fund for Women, 2023). In practice, social work aims to achieve gender equality by supporting women, girls and adolescent girls in attaining educational milestones and educating them about mental health and reproductive rights, financial and political freedom and participation, labour market participation and opportunities to earn equal and dignified wages. The need for social work practice with Marginalized section Globalization, liberalization and privatization of means of production have led to profit-oriented business undertakings in which profit is the prime motive and service is the least. As a result, the investment by the state in health, education © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025 R. Baikady (ed.), Global Social Work: Human Rights, Advocacy, and Sustainability, https://doi.org/10.1007/978-981-96-1832-3_1

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1 Social Work with Marginalized Sections

and social assistance to the most marginalized sections of society has drastically declined across the globe, and in most countries, the poor and moralized sections live in extreme poverty and hunger. Furthermore, the introduction of neoliberal market economies across the globe has resulted in an unfair distribution of social resources and thus widened the income gaps between different sections of society. This also resulted in an increasing group of excluded and marginalized people. Promoting and safeguarding a safe, equal and just society and defending the rights and interests of the marginalized and vulnerable people is the core of social work practice and education. Social work educational programmes around the world aim to prepare graduates to address the issues faced by women, children and other vulnerable and weaker sections of society. Most marginalized groups are children, women, older people and people living in poverty. According to Cappa et al. (2014), children in any society go through various kinds of exploitation, such as emotional, physical, and sexual, but mostly remain unreported or undocumented. The human rights of children, elderly people, women, disabled people and gender minority groups are reportedly violated every now and then both in developed and developing countries. In developed countries, access to help for marginalized groups is easier than for people experiencing exploitation and discrimination in developing and less developed countries. Furthermore, welfare policies and programmes for specially challenged youth, disabled people, people with chronic illness and economically marginalized societies are not well defined in several developing countries. By using the fundamental principles of social justice, equality and respect for diversity social workers address the inequality and discrimination experienced by marginalized sections. Furthermore, as a response to inclusive social work education, the curriculum, pedagogy and research methods and approaches in social work are becoming increasingly sensitive to various marginalized groups in the global context. As noted by scholars (Sajid, S. M., et al. 2021), social work education across the world is becoming sensitive to the issues experienced by marginalized communities. As a result, new developments in social work curricula, inclusive research and practice, enhanced and sensitive pedagogies and teaching learning methods are being developed and adopted by schools of social work across the globe. To make social work a responsive and responsible profession, there is a need to train graduates in social work for cultural sensitivity. Culturally sensitive social work education may help practitioners execute their responsibilities more effectively and harmlessly. An in-depth understanding of marginalization, theories underpinning marginalization and various challenges experienced by marginalized sections in the contemporary world is needed for effective social work practices with marginalized communities. During their graduation, social workers should be provided a strong and evidence-based understanding of various vulnerable groups and their social-political and economic conditions to develop sensitivity and responsiveness among graduates, as perspective building among future professionals tends to take place during their study period. The development of responsible social work professionals who can effectively address the challenges in a multicultural society

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is the most needed skill in the contemporary world. The literature grounded in evidence-based studies included in this chapter provides a holistic understanding of the various issues related to marginalized sections, their challenges and social work interventions. This literature and evidence are useful for social work educators, researchers, students and policy makers to gain deeper insight into the current status and magnitude of the challenges faced by different marginalized groups across the world. References

Cappa, C., Petrowski, N., Cordisco Tsai, L., Coskun, Y., & Murray, C. (2014). Hidden in plain sight: A statistical analysis of violence against children. New York: Unicef. Global Fund for Women. (2023). https://www.globalfundforwomen.org/wom ens-human-rights/#:~:text=These%20rights%20include%20the%20right,to% 20all%20of%20these%20rights Sajid, S. M., Baikady, R., Sheng-Li, C., & Sakaguchi, H. (Eds.). (2021). The Palgrave handbook of global social work education. Palgrave Macmillan. United Nations. (2020). The world’s women 2020: Trends and statistics. https:// worlds-women-2020-data-undesa.hub.arcgis.com/ Machine generated summaries Disclaimer: The summaries in this chapter were generated from Springer Nature publications using extractive AI auto-summarization: An extraction-based summarizer aims to identify the most important sentences of a text using an algorithm and uses those original sentences to create the auto-summary (unlike generative AI). As the constituted sentences are machine selected, they may not fully reflect the body of the work, so we strongly advise that the original content is read and cited. The auto generated summaries were curated by the editor to meet Springer Nature publication standards. To cite this content, please refer to the original papers. Machine generated keywords: child, youth, disorder, identity, gender, health, sexual, transgender, black, mental health, migrant, mental, disability, anxiety, birth.

Gay Affirmative Practice: A Model for Social Work Practice with Gay, Lesbian, and Bisexual Youth [241] This is a machine-generated summary of: Crisp, Catherine; McCave, Emily L.: Gay Affirmative Practice: A Model for Social Work Practice with Gay, Lesbian, and Bisexual Youth [241] Published in: Child and Adolescent Social Work Journal (2007) Link to original: https://doi.org/10.1007/s10560-007-0091-z Copyright of the summarized publication: Springer Science +Business Media, LLC 2007 All rights reserved.

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If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Gay affirmative practice has recently been introduced into the social work literature as a culturally sensitive model for working with gay, lesbian, and bisexual (GLB) adults, however, this model has rarely been applied to practice with GLB youth.” Overview of Gay Affirmative Practice in Social Work “At the heart of the GAP model is an emphasis on a basic theme of social work: unconditional positive regard and acceptance of a client that affirm a client’s sense of dignity and worth. (p. 226) Because gay affirmative practice does not prescribe a particular practice method, it can be used by practitioners in any field and with a variety of client systems including group, individual, couple, and family treatment (Appleby and Anastas [1]).” “Given the aforementioned characteristics, gay affirmative practice is well suited for social work with GLB youth because the model: (1) focuses on affirming youths’ identities; (2) empowers youth; (3) supports youth in self-identifying in whatever way they feel is appropriate; (4) supports youth in identifying homophobic forces in their lives; (5) considers problems in the context of the homophobia and discrimination that youth experience; and (6) can be used in the variety of settings in which GLB youth interact and receive social work services including schools, residential facilities, and outpatient treatment settings.” GLB Youths’ Resilience and Protective Factors “As a stigmatized and oppressed population, much of the discussion about GLB youth has focused on the challenges they experience while little attention has been given to their resilience and protective factors (Russell [2]).” “It is important to identify factors which support and enhance GLB youths’ well being (Morrow [3]).” “Exposure to and contact with adult role models contributes to resilience among GLB youth by promoting positive self-esteem and successful solidification of GLB youths’ identities (Lemoire and Chen [4]).” “School policies that support GLB youth are a significant protective factor (Goodenow et al. [5]; O’Shaughnessy et al. [6]).” “Support groups and social support from other GLB youth provide opportunities for support, socialization, information exchange, and education and contribute to heightened self-esteem (Anderson [7]; Jackson and Sullivan [8]; Robinson [9]).” “Individual factors in GLB youth also serve as protective factors.”

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“Coming out is linked with positive self esteem among GLB youth (Boxer et al. [10]) whereas being out to one’s mother and holding positive attitudes about homosexuality is correlated with positive self-esteem for gay males (Savin-Williams [11]).” GLB Youths’ Challenges “During this turbulent time, GLB youth may experience social isolation, rejection by peers, humiliation, discrimination, victimization, abandonment by family and caregivers, and limited access to adults who will listen to their concerns and provide guidance (Ciro et al. [12]).” “GLB youth who disclose to peers and come out at school often experience harassment and victimization (D’Augelli et al. [13]; Kosciw and Diaz [14]) despite policies aimed at preventing such violence.” “GLB youth may also be at risk for a variety of sexually transmitted diseases (STDs), including syphilis, gonorrhea, HIV, chlamydia, and hepatitis B (Durby [15]; Valleroy et al. [16]).” “GLB youth who have been victimized on the basis of their sexual orientation are at higher risk of engaging in unsafe sex (Carragher and Rivers [17]) and may seek out sexual contacts that are both secretive and high-risk because of the lack of socialization they experience around dating (Martin and Hetrick [18]).” “Homeless GLB youth face increasing risks of being sexually assaulted and/ or exploited, particularly by heterosexual men (Durby [15]; Whitlock [19]) and are at higher risk of prostitution and sexually transmitted diseases (Coleman [20]; Whitlock [19]).” Knowledge, Attitudes, and Skills for Affirmative Practice with GLB Youth “Practitioners who work with youth are advised to develop the following skills that will provide support to GLB youth as well as youth who may be questioning their sexual orientation: (a) create safe environments for GLB youth; (b) assess, don’t assume, GLB youths’ sexual orientation; (c) help youth work through the stages of the coming out process; (d) determine how “out” a youth is and who supports the youth’s sexual orientation; (e) treat the presenting challenge, not the youth’s sexual orientation; (f) examine the presenting challenge in the context of their lives as both youth and GLB individuals; (g) work with family members to accept GLB youth and support their identities; (h) refer youth to gay affirmative resources; (i) acknowledge negative feelings about GLB youth and work to address these feelings; and (j) engage in ongoing training and continuing education around GLB issues.” Conclusion “It reaffirmed the importance of having a model such as gay affirmative practice to use in our work with GLB youth.” “This article provides a concrete tool for social work practitioners who wish to capitalize on and promote resiliency in GLB youth and who are concerned

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about youth who, like Elizabeth, may be unable to cope with the overwhelming difficulties in their environment without significant interventions from helping professionals.” “Given the unique challenges faced by GLB youth, it is imperative that practitioners develop culturally sensitive practice techniques that provide GLB youth with the support, affirmation, and resources they so desperately need.” “Gay affirmative practice offers practitioners the specific knowledge, attitudes, and skills in which to be respectful and helpful to GLB youth and their families, such that the “growing pains” of adolescence can be just that, a period of development and growth that leads to healthy identity formation and a positive transition into adulthood.” [Section 6] “Gay affirmative practice has been presented as a model for providing culturally competent services to gay, lesbian, and bisexual adults.” “Although several authors have presented information on social work practice with gay, lesbian, and bisexual (GLB) youth (e.g., Hunter and Hickerson [21]; Hunter et al. [22]; Morrow [23, 24]; Ryan and Futterman [25]), few have specifically applied principles of gay affirmative practice to work with this population.” “The purpose of this article is therefore to examine the strengths and challenges experienced by GLB youth and to identify the key components of gay affirmative practice as it applies to practice with this population.”

The Black Perspective in Clinical Social Work [242] This is a machine-generated summary of: Howard, Stephenie: The Black Perspective in Clinical Social Work [242] Published in: Clinical Social Work Journal (2018) Link to original: https://doi.org/10.1007/s10615-018-0663-8 Copyright of the summarized publication: Springer Science +Business Media, LLC, part of Springer Nature 2018 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Clients who identify as a member of a disadvantaged social group may report experiences of oppression accompanied by emotional, behavioral, and physical responses (Carter in Couns Psychol 35(1):13–105, [26]; Sue in Microaggressions and marginality: manifestation, dynamics, and impact, Wiley, Hoboken, [27]).”

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“Those who are members of a historically privileged social group may present with negative affective and behavioral responses associated with prejudicial ideations towards disadvantaged social groups (Sullaway and Dunbar in Clin Psychol 3(4):296–309, [28]).” “This paper provides evidence from my field experiences that directly confronting social bias encountered in the clinical setting promotes client wellbeing and social justice with diverse clients.” “I respond to the call for front line practitioners to share their perspectives regarding the integration of social justice and social work (Maschi and others in J Soc Work Pract 25(2):233–253, [29]).” Introduction “Further evidence of the ethical and professional imperative of social justice is its growing body of theoretical and practice approaches in the clinical social work literature.” “While the profession at large generally recognizes the dual responsibility of social workers to their clients and to the broader society, there is an ostensible tension between the social justice component of social work and the ethical and professional commitment to client interests when working with clients who express social bias.” “As evidence of this perceived disconnect, what is largely missing from the clinical social work literature are social justice interventions for working with clients from privileged backgrounds who demonstrate social bias.” “To the best of my knowledge, this paper represents the first attempt in the clinical social work literature to elaborate on a social justice approach for working with both clients who experience oppression and those who oppress others.” Conceptual Framework “The Black Perspective extends beyond models of cultural competence (BerryEdwards [30]) and multicultural counseling (Ratts and others [31]), where the focus is on individual group identify, to recognize the dynamic interplay between social groups on the clinical picture as a whole.” “They sought to create an institution for students to receive instruction in social work and the sociocultural constructs that impact Black people and to mobilize them towards effectuating positive change in their communities (Gourdine and Brown [32]).” “76–77) The final conceptualization of the Black Perspective is credited to Bogart Leashore, who articulated six principles: affirmation, strengths, diversity, vivification, social justice, and internationalization (Bent-Goodley and others [33]).” “In clinical social work, the Black Perspective is a philosophical lens to perceive and appreciate the social, political, and historical context of the client and the clinical problem.”

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“The Black Perspective calls for clinical social workers to function as change agents and to challenge systemic inequalities and social bias (Gourdine and Brown [32]).” Case Examples “To illustrate the application of the Black Perspective to social bias encountered in the clinical setting with diverse clients, the following are case examples from my experiences in the field as a Black therapist practicing from the Black Perspective.” “The Black Perspective, being sensitive to the experience of oppression and its impact, informed the clinical assessment of the historical and cultural context undergirding the presenting problem.” “From the Black Perspective, I was able to understand Tahera’s experiences in school as religious discrimination (Husain and Howard [34]).” “While the client did not resume the practice of veiling during the course of services, she was provided with a safe place to contextualize her experiences and externalize her distress related to religious discrimination and to be empowered as a Muslim youth.” “From the integrated approach of Eriksonian theory and the Black Perspective, I conceptualized Sally’s social bias as a clinically significant problem and a social justice issue.” Discussion and Implications “As evidence of the value of the Black Perspective in clinical settings, this paper has provided three case examples, which, as a whole, demonstrate four outcomes: (1) the appreciation and integration of the client’s worldview in treatment conceptualization towards enhanced client engagement, (2) empowerment of the client to make positive changes and increased self-efficacy, (3) solidarity with the client and intolerance for oppression, and (4) decreased social bias-related distress.” “Similar to other social justice theories and practice approaches mentioned previously, there is a paucity of empirical evidence regarding the use of the Black Perspective in clinical settings (Maschi and others [29]).” “Of particular interest may be pre- and post- test designs that examine the impact of the Black Perspective on social bias-related distress and overall client outcomes.” “The Black Perspective may be a useful tool for integrating the different levels of practice by helping students and practitioners to understand how the mezzo and macro systems impact micro level functioning in client populations.”

Using a Biopsychosocial Paradigm in Social Work Practice with Children Who Have Tourette Syndrome [243] This is a machine-generated summary of: Collins, Katheryn S.: Using a Biopsychosocial Paradigm in Social Work Practice with Children who have Tourette Syndrome [243]

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Published in: Child and Adolescent Social Work Journal (2005) Link to original: https://doi.org/10.1007/s10560-005-0024-7 Copyright of the summarized publication: Springer 2005 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Tourette Syndrome (TS) is a neuropsychiatric disorder that is often underdiagnosed and misdiagnosed in children because of the lack of education and awareness of the wide range of indicators and symptoms of the disorder.” The Significance of a Bio-psycho-social Paradigm: Children with Tourette Syndrome “Social work and social work education have virtually ignored a crucial area of study that includes populations challenged with even the most common neuropsychiatric disorders.” “Children with TS are often under-diagnosed and misdiagnosed because of the lack of education and awareness of the wide range of indicators and symptoms of the disorder.” “Many times children with TS are seen as having a mental illness, or behavior disorder, or as victims of abuse, and do not receive appropriate medical, educational, and psychological interventions (Comings & Comings, [35]).” “The Department of Protective Social Services never admitted they made a mistake, however, and the child did not receive treatment for TS until after the pediatrician made the accurate diagnosis (Comings & Comings, [35]).” “DeYoung [36] warned about the dangers . of using indicator lists, because they describe symptoms common in disorders such as TS.” Case Study “There was something about Nick and his presentation in the office that was intriguing to the social worker.” “The social history revealed that Lisa and her ex-husband Robert were divorced when Nick was three.” “As the social worker involved Nick more in the conversation, he became more relaxed in appearance.” “Lisa, being perceptive of the social worker noticing her son’s movements, began talking about this physical behavior.” “Lisa told the social worker that at times Nick’s arms would flail from their sides and he made coughing noises almost as if he was “possessed.”” “Lisa told the social worker that Nick’s behavior at home, school, and in their neighborhood had its “ups and downs.””

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“The social worker asked Lisa if anyone had ever suggested that Nick had a neurological disorder called TS.” A Profile of TS “TS is a chronic, familial, neuropsychiatric disorder with onset between the ages of 2 and 21 years, particularly characterized by the presence of motor and vocal tics (Murray, [37]).” “Genetic studies indicate that TS and chronic tic disorders seem to follow an autosomal dominant pattern of inheritance.” “The manifestations range from transient motor and vocal tic disorders to fullblown TS.” “It is also known that there is a greater incidence of the relationship between tics and obsessive compulsive behaviors occurring in the families of patients with TS.” “Individuals with TS can have a normal life span and as many as one third of patients experience remission of tic symptoms in adulthood (Shimberg, [38]).” “Many people with TS are not significantly disabled by their tics or behavioral symptoms and do not require medication.” Social Work Practice and TS “Children with TS often try to suppress the actual number of tics they experience while in the presence of authorative figures (teachers, pediatricians, social workers), family, and peers because of the stigma or embarrassment they may feel.” “It is imperative for social workers to remember while conducting assessments or interventions with children who have TS, they may only be witnessing a few of the tics a child actually experiences on a daily basis.” “Much like Appolone’s [39] guidelines for preventive social work intervention with families of children with epilepsy, the social worker can assist parents in establishing realistic behavioral expectations and limits for the child.” “If school social workers suspect a child has TS, they should inform the parents and refer them to a neurologist for examination.” “The social worker can help the teacher make appropriate modifications in the classroom for the child with TS.” Concluding Remarks “A review of the literature suggests it is crucial for social work educators and practitioners to consider the continuation of a biopsychosocial paradigm in order to increase the knowledge and skills regarding neuropsychiatric illnesses such as TS.” “There has been an information explosion . in the fields of genetics, psychopharmacology, psychopathology, neurology, and psychiatry.” “Social work students and practitioners need to be prepared for effective and informed practice.”

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“As social work practitioners find themselves in various service arenas, clients rely on them to guide and advocate and at times protect the client when encountering the maze of managed health care and multidisciplinary treatment efforts.”

Overcoming Barriers to Using Empirically Supported Therapies to Treat Childhood Anxiety Disorders in Social Work Practice [244] This is a machine-generated summary of: Salloum, Alison; Sulkowski, Michael L.; Sirrine, Erica; Storch, Eric A.: Overcoming Barriers to Using Empirically Supported Therapies to Treat Childhood Anxiety Disorders in Social Work Practice [244] Published in: Child and Adolescent Social Work Journal (2009) Link to original: https://doi.org/10.1007/s10560-009-0173-1 Copyright of the summarized publication: Springer Science +Business Media, LLC 2009 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Most empirically supported treatments (ESTs) for pediatric anxiety disorders include various cognitive-behavioral methods.” “Although demonstrated efficacious in controlled and clinic settings, there are barriers to implementing these types of therapies in social work settings due to beliefs about the usefulness of ESTs in community settings; limitations of treatment manuals; time constraints of implementing ESTs; fidelity and flexibility of implementing ESTs; and limited training opportunities.” “This article provides an overview of ESTs for childhood anxiety disorders, highlighting options for overcoming common barriers to implementing ESTs.” Childhood Anxiety Disorders “Common childhood anxiety disorders include separation anxiety disorder, generalized anxiety disorder, specific phobias (e.g., blood phobia, vomit phobia), social phobia, panic disorder, post-traumatic stress disorder (PTSD), and obsessivecompulsive disorder (OCD).” “Specific phobias in children and adolescents are characterized by persistent fears associated with circumscribed stimuli (e.g., animals, blood, vomit) or situations (e.g., elevators, flying) and these children tend to engage in avoidant behavior to limit their exposure to phobic stimuli.”

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“Youth with social phobia experience excessive fear of being evaluated negatively in social or performance situations (e.g., reading in class, attending parties) and may limit their exposure to being evaluated by others.” “Youth with this disorder may avoid places (e.g., stores, streets) or situations that become associated with episodes of panic.” Empirically Supported Treatments for Childhood Anxiety Disorders “If a psychotherapy meets all these criteria, the therapy is eligible to receive “wellestablished” (or empirically supported) status; if some (but not all) of the criteria are met, “probably efficacious” or “experimental” status is considered.” “Receiving “well-established” status is analogous to a psychotherapy being a “gold standard” or “first-line treatment” for a specific mental health condition.” “A variety of behavioral and cognitive-behavioral therapies (CBT) for childhood anxiety disorders have received “well-established” or “probably efficacious” EST status (Albano and Kendall [40]; Kazdin and Weisz [41]; Ollendick and King [42]; Silverman and others [43, 44]).” The Use of Empirically Supported Therapies for Childhood Anxiety in Social Work “Compared to applied psychology graduate students and psychiatric residents, masters in social work (MSW) students tend to receive less clinical supervision and didactic experience in using empirically supported therapies (Weissman and others [45]).” “One recent study by Bledsoe and others [46] found that 61.7% of social work training programs did not use didactic and clinical supervision in any ESTs with 54.6% of psychotherapy training being in non-evidence-based forms of social work counseling.” “Given the existence of validated treatments and an emphasis by managed care organizations to fund short-term, cost-effective therapies with demonstrated success at treating specific disorders (Sanderson [47]), it is critically important for treatment providers to add ESTs to their treatment repertoire (Cournoyer and Powers [48]).” “The ethical obligations of social workers is to “fully use evaluation and research evidence in their professional practice” (National Association of Social Workers [49]) to maximize their clients’ well-being.” Implementing ESTs for Childhood Anxiety Disorders: Barriers and Responses “As part of this effort, it is important to identify potential challenges to EST implementation and possible solutions.” “After reviewing literature about implementing ESTs (e.g., Addis [50]; Aarons and Palinkas [51]; Addis and Krasnow [52]; Addis and others [53]; Baumann and others [54]; Galinsky and others [55]; Howard and others [56]; Kendall and Beidas [57]; Nelson and others [58]; Rosen [59]; Weissman and others [45]), we have identified five common barriers to implementation.”

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“Our responses are not meant to minimize the challenges, but rather to discuss potential options for overcoming EST implementation barriers.” Barrier: Belief that ESTs will not Work in the “Real World” of Social Work Practice “Skepticism about the generalizability of treatments tested in controlled environments (referred to as efficacy studies, often conducted at university clinics) is a potential barrier to implementing empirically supported childhood anxiety interventions.” “If an EST for childhood anxiety has only been tested in a controlled setting, social workers have a unique opportunity to evaluate the treatment in a real world social work practice setting (referred to as effectiveness studies).” “If efficacy studies do not translate to effective practice in community settings, then social workers are encouraged to adapt and tailor the empirically tested anxiety treatment to meet the needs of the clients.” “While more studies are needed on the transportability of anxiety efficacy studies to community settings, there is evidence that outcomes similar to those found in structured efficacy studies conducted in university settings can be achieved by practitioners providing treatment within community-based practice settings (e.g., Valderhaug and others [60]; Wade and others [61]).” Barrier: Belief that Therapeutic Relationships or Rapport Could be Damaged by Using Manualized Treatments “Practitioners opposed to using manuals believe that practice should be more intuitive with clinical judgment and process guiding treatment.” “Some perceived advantages of manualized treatment may include the belief that manuals provide motivation, structure, and resources for practitioners, and improve practitioners’ skills.” “Some perceived disadvantages include the belief that manualized treatment is overly mechanical, not useful for attending to individual needs, and may limit therapeutic creativity and authenticity (Addis and Krasnow [52]; Baumann and others [54]).” “Included in this list of disadvantages is the commonly held belief that manualized treatments are “cookie cutter” approaches that devalue the therapeutic relationship between practitioners and clients (Addis and others [53]; Addis and Krasnow [52]; Baumann and others [54]).” “Within the structure provided by manualized treatments, many manuals recognize the importance of the clinician-client relationship and therapeutic processes.” “Practitioners are still encouraged to develop a healthy therapeutic relationship and strong rapport while using manualized treatments for children with anxiety disorders.” Barrier: Belief that Caseloads are Too Heavy to Implement ESTs “In a qualitative study of practitioner attitudes toward ESTs, Nelson and others [58] found that most participants cited the impractical length and number of

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treatment sessions required by some ESTs and the lack of cost-effectiveness or reimbursement by third party payers as common reasons for avoiding use of such interventions.” “ESTs are often cited as impractical in managed care settings because they may require 8–20 weekly treatment sessions (Addis [50]; Kendall and Beidas [57]).” “Citing fatigue from high caseloads, practitioners also express a lack of energy or desire to read evidence-based research and treatment manuals or to complete required training on ESTs (Nelson and others [58]).” “With the healthcare system changing and managed care organizations demanding efficacious and time-limited treatments, social workers must demonstrate effective clinical outcomes to satisfy the needs of both clients and payers.” “Once ESTs are learned and practitioners are competent in implementing ESTs, these systematic and efficacious approaches may actually assist social workers in managing heavy caseloads.” Barrier: Belief that it is Too Difficult to Adapt Practice to Implement ESTs with Fidelity “The concept of fidelity in EST refers to how strictly a prescribed and written intervention is followed by a practitioner and provided to a client in a treatment setting (Kendall and Beidas [57]).” “Nelson and others [58] found that flexibility when employing manualized treatment was an essential component for practitioners due to the complexity of individual client situations and needs.” “Even when flexibility is encouraged, other factors such as practitioner comfort level and skill in implementing specific procedures may be a barrier to maintaining fidelity.” “Even in clinical trials for children with anxiety disorders, treatment manuals are used in a flexible manner where fidelity to treatment principles are maintained while individualized care is provided (e.g., Kendall and others [62]).” “Even when implemented with a degree of flexibility that may limit overall efficacy, social workers must recognize that utilizing ESTs is preferable to utilizing treatments lacking empirical support (Kazdin and Weisz [41]).” Barrier: There are not Enough Training Opportunities to Learn ESTs, Especially with Respect to CBT and Behavioral Exposures “As schools of social work prepare social workers to search, select, implement and evaluate the best available evidence for services for specific client populations (Howard and others [56]), and as more agency field placements encourage and provide support for ESTs, training needs may diminish.” “Since many clinical social workers have not been trained on specific ESTs (Bledsoe and others [46]; Weissman and others [45]), training needs are considerable and are a current barrier to implementing ESTs.” “To address the barrier of social workers needing more training opportunities to learn ESTs graduate schools of social work need to increase the instructional

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opportunities and practical experience using ESTs to treat mental health conditions such as anxiety disorders (Bledsoe and others [46]).” “Since there is growing evidence for CBT for childhood anxiety disorders, didactic training and clinical supervision on this approach needs to be provided in clinical social work graduate programs.” Future Directions “Future research and practice must include the following: 1) Field placements that provide mental health treatments for children and social work graduate program training that supports and trains practitioners in ESTs including cognitivebehavioral therapy; 2) Interdisciplinary university-agency partnerships to advance the field by conducting effectiveness studies that use randomized clinical trials to compare treatment as usual versus ESTs.” “Understanding client preferences in terms of service delivery of ESTs is an important component of implementation research; 3) Social work practitioners and researchers need to work together to refine and expand manuals so that they are easy-to-use, flexible and address complex clinical challenges; 4) Practitioners and researchers should work collaboratively to develop companion manuals that provide practical information about ways to implement ESTs in diverse settings and systems and with diverse populations; and finally, 5) Researchers and practitioners must learn from each other what works with different populations in diverse settings and what are effective strategies for implementing ESTs in community settings.” [Section 11] “As one of the most common psychiatric disorders in youth, anxiety disorders affect approximately 10.5–17.5% of children and adolescents (Anderson and others [63]; Benjamin and others [64]; Pine [65]).” “In addition to impairing the psychosocial functioning of children, untreated anxiety symptoms can have a profound effect on later functioning and elevate individuals’ risk for experiencing occupational impairments and developing cooccurring mood or substance abuse disorders (e.g., Kendall and others [66]).” “Recent advances in research on interventions with children and adolescents with anxiety disorders have led to the availability of empirically supported treatments (ESTs) for childhood anxiety disorders.” “This article provides an overview of types of childhood anxiety disorders and ESTs and discusses barriers and potential solutions to overcoming these barriers to implementation.”

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Clinical Social Work Practice with Former System Youth with Mental Health Needs: Perspective of Those in Need [245] This is a machine-generated summary of: Munson, Michelle R.; Lox, Jeffrey A.: Clinical Social Work Practice with Former System Youth with Mental Health Needs: Perspective of Those in Need [245] Published in: Clinical Social Work Journal (2012) Link to original: https://doi.org/10.1007/s10615-012-0381-6 Copyright of the summarized publication: Springer Science +Business Media, LLC 2012 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “The purpose of this study is to describe the types of programs and mental health services former system youth with mental health histories would be inclined to engage in to manage their mental health difficulties, along with the factors that might hinder them from engaging in these services.” “A series of closed and open-ended questions on potential programs and services were asked, as part of a larger study.” “Participants were former system youth; specifically 18–30 year olds who were diagnosed with a mood disorder and were involved with public mental health and social services (e.g., public welfare, child welfare, juvenile justice) during childhood.” “Responses to the open-ended questions were categorized and percentages are reported from the yes/no items.” Introduction “The purpose of this paper is to present the perspectives of a sample of young adults with mental health difficulties; all of whom were formerly involved with the public children’s mental health system and additional child-serving systems of care, to determine their needs, program preferences, and views on how to engage young adults, while discussing these data within the context of agency-based practice with youth and young adults in transition.” “Current programming for this population at this agency includes a campusbased Transitional Living Program, a community-based Independent Living Program and an array of case management, individual, group and family therapy modalities and ongoing skills based training groups for youth and young adults ages 16–22 focused on not only mental health and substance abuse treatment,

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but also development of real world independence skills to help youth transition successfully.” Method “The sample in this study represents a sub-sample (N =44) of young adults that participated in a larger study on mental health service use experiences in one Midwestern state (For additional detail on the larger study see Munson and others [67]).” “Inclusion criteria for the study were as follows: (1) between ages 18 and 30; (2) live in the community; (3) have a childhood history which included diagnosis of a mood disorder, use of public mental health services and at least one additional public system of care.” “The sub-sample for this study consists of 44 young adults (age range =18–30 years; Mean = 21.9 years) who met criteria and answered the questions related to envisioning programs and services for transitioning system youth with mental health needs.” “Seven closed-ended items with yes/no responses were also asked of all participants regarding specific activities; this was done to query young adults on possible intervention strategies the investigators hypothesized apriori might interest them.” Results “Young adults reported that they talk about their mood and emotional difficulties with family, friends, professionals, and significant others; however, the most common response in the study was that they do not talk about these issues.” “Categories that young adults endorsed as activities that would be most helpful, and/or entice them to come to a program on managing their mood and emotional difficulties are discussed below.” “The most endorsed category included comments suggesting young adults wanted to talk with others about their mood and emotional problems, particularly with those that understand, and/or have had similar experiences.” “Young adults suggested going places to talk about the program, such as hospitals and schools.” “Young adults reported a variety of things that would stop them from going to a program designed to help them talk about and manage their mood and emotional difficulties.” Discussion “Transitioning youth and young adults, like those surveyed in this study, typically present with a challenging mix of environmental, mental health and developmental issues that impact upon their attempts at successful transition from public care settings to the community.” “This disconnect between the developmental/emotional needs of transitioning youth and the perceived intrusiveness of the child serving system is important for

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clinicians to be aware of as they develop programming and intervention strategies to assist transitioning youth and young adults with their ongoing care and treatment.” “Of youth comments and review of developmental and psychological factors impacting transitional age young adults, clinicians may consider several strategies aimed at meeting the needs of this specialized population and improving their engagement with professionals.” “Previous research has shown that there are many factors, including previous treatment experiences and mistrust of professionals, which impact transitioning youth and young adult’s attitudes and views of mental health services (e.g., Lee and others [68]; Munson and others [67]).”

‘Everyday Bordering’ in England, Sweden and Bulgaria: Social Work Decision-Making Processes When Working with Migrant Family Members [246] This is a machine-generated summary of: Walsh, Julie; Khoo, Evelyn; Nygren, Karina: ‘Everyday Bordering’ in England, Sweden and Bulgaria: Social Work Decision-Making Processes When Working with Migrant Family Members [246] Published in: Journal of International Migration and Integration (2021) Link to original: https://doi.org/10.1007/s12134-021-00838-w Copyright of the summarized publication: The Author(s) 2021 License: OpenAccess CC BY 4.0 This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecomm ons.org/licenses/by/4.0/. Copyright comment: corrected publication 2021 If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from.

‘Everyday Bordering’ in England, Sweden and Bulgaria: Social Work …

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Abstract-Summary “The paper draws on data gathered in the immediate period following the so called 2015 European ‘migration crisis’ and examines whether and in what ways social workers in three European countries—Bulgaria, Sweden and England—enact bordering in their work with migrant family members.” “The data show that everyday bordering affects social work practice in three ways: by social workers being required to engage in bordering as an everyday practice; by producing conditions that require social workers to negotiate borders; and in revealing aspects of symbolic everyday bordering.” “Our analyses shows that ‘everyday bordering’ practices are present in social work decision-making processes in each country, but the forms they take vary across contexts.” “Analysis also indicates that, in each country, social workers recognise the ways in which immigration control can impact on the families with whom they work but that they can also inadvertently contribute to the ‘othering’ of migrant populations.” Introduction “This paper contributes by examining social work responses to migrant family members in Bulgaria, Sweden and England and considers whether, and in what ways, SWs from these countries enact or resist internal state bordering practices in their work with migrant family members.” “Whilst these practices are ostensibly designed to control ‘illegal’ migration, the requirement, for example, to check immigration status so as to ascertain eligibility to access services, impacts on all migrant people that are checked, whatever their status (Kirkup and Winnett [69]).” “These examples go some way to illustrating how, in all contexts examined, street-level, everyday bordering practices regulate migrants’ everyday lives, and a person’s immigration status directly impacts on the services and welfare provisions to which a family is entitled, including those provided by social care practitioners.” Methodology “The research team intentionally designed the vignette to depict a number of typical social issues (interfamilial violence, substance abuse, mental health) that occur in these countries, including one family member having a migratory background.” “Details of these issues and the families’ circumstances were intentionally vague—including the father’s country of origin—so as to elicit discussion amongst the SWs reflective of the particular social, legal and professional contexts of their practice.” “These questions, agreed by the international research team, probed respondents in all focus groups about their conceptualisations of family, and family-based social work; what actions they would take in response to the scenarios presented in the vignette; the reasons for the decisions that they would make; what interventions might be possible to provide; and what responsibilities might be borne by family members.”

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Findings and Analysis “In England, SWs recognise that migrant families are increasingly faced with bureaucratic processes and they are empathetic towards the uncertainty families can face as a result of an intentionally hostile environment: SW: I think that David’s status is a big thing because they’re a couple and there’s children and he’s obviously been with Maria and here, now for a long time and he, just, well that must be such a stressful situation, that everyday not knowing if there’s going to be a knock on the door, and for the children as well […] [England] SWs also indicate that they aim to support migrant families through such experiences; but to ensure that families are aware of their entitlements, they do need to understand a family’s immigration situation: SW: But he might just not know and she might just not know.” Discussion “Contextual and other intersecting factors influence the ways, and extent to which, everyday bordering permeates social work practice and shapes migrant families’ experiences of social care.” “Process driven everyday bordering occurs when a person’s immigration status influences the support practitioners offer to migrant family members and then intersects with the availability of resource in the service context.” “We contribute to knowledge of social work practice by showing that, in all contexts, they engage in transgressive processes and negotiate the internal borders described; they attempt to balance the needs of the families with whom they work, with the availability of resources and the broader demands of immigration control.” “In Bulgaria, however, in the context of seriously restricted service provision and national policies of securing external borders, identifying entitlement to support and negotiating strategies to minimise the impact of everyday bordering on migrant families is not prioritised by SWs.” Conclusion “We also contribute by highlighting that SWs in all contexts recognise the difficulties faced by migrant families and do attempt to negotiate the complex terrain of immigration legislation and minimise some of the impacts of everyday bordering.” “Recognising that everyday bordering is a further encroachment on professional discretion, and the ways in which migrant families experience social care support, is an important step toward resistance and returning to principles of social justice.” “Whilst it is recommended that the findings presented here inform future practice guidance for professional supporting families that migrate, this alone will not change the professional context within which social workers operate.” “Further research should consider ways in which everyday bordering affects the lived realities of migrant families engaging with social care provision—their outcomes in each context—and how they, and practitioners, might challenge the impact of bordering on their lives and practices.”

From the Evidence of Violence Against Children …

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From the Evidence of Violence Against Children to a Prevention-Oriented Response in Malawi: Planning for Social Services with a Public Health Model for Social Work Engagement [247] This is a machine-generated summary of: Ross, Brendan; Rotabi, Karen Smith; Maksud, Nankali: From the Evidence of Violence Against Children to a Prevention-Oriented Response in Malawi: Planning for Social Services with a Public Health Model for Social Work Engagement [247] Published in: Global Social Welfare (2015) Link to original: https://doi.org/10.1007/s40609-015-0036-y Copyright of the summarized publication: Springer International Publishing 2015 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Violence has long been considered a serious and persistent social problem that is often presented as a public health concern.” “Decade, violence has received greater attention in terms of social interventions, especially using a public health model of social programming.” “Four opportunities for engagement are presented: (1) community building, (2) early identification of violence, (3) social casework with a strong aftercare approach, and (4) program development.” The Role of Social Work in Responding to This Call to Action “Even with the development of evidence-based interventions addressing societal and family-based violence (McLennen [70]), the role of social workers and social service professionals is often underestimated by policy makers.” “Evidence-based interventions to prevent violence and support families frequently involve social workers.” “The purpose of this article is to build upon the evidence of Malawi’s recently released 2014 Violence Against Children and Young People Survey (henceforth simply called VACS or ‘the survey’) to identify workforce development opportunities that can strengthen the social welfare workforce, thereby improving the capacity of social workers to effectively respond to VAC in Malawi (Ministry of Gender, Children, Disability and Social Welfare of the Republic of Malawi, United Nations Children’s Fund, The Center for Social Research at the University of Malawi, and the Centers for Disease Control and Prevention [71]).”

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Violence Against Children in Malawi: Background and the Evidence “Malawi’s social and health problems are similar to other Sub-Saharan nations: HIV/AIDS is occurring at epidemic rates, malaria is prevalent, malnutrition is a top cause of death for children, child marriage is occurring at one of the highest rates in the world, and societal and familial violence is endemic (Human Rights Watch [72]; Rowan 2014; WHO [73]).” “Risk factors include family disintegration, domestic violence, substance abuse, mental health problems, disability, and social norms that promote violence (Bulhan [74]; Centers for Disease Control and Prevention [75]; Dahlberg & Krug [76]; Larkin and others [77]; Moss [78]).” “The VACS findings recently released in Malawi provide the most comprehensive research data on the problem ever produced (Ministry of Gender, Children, Disability and Social Welfare of the Republic of Malawi and others [79]).” “Survey data were collected by the University of Malawi Centre for Social Research in 2013 for the Ministry of Gender, Children, Disability and Social Welfare with technical support from UNICEF and the U.S. Centers for Disease Control (CDC).” VACS Definition of Sexual, Physical, and Emotional Violence and Evidence “Sexual violence takes place in all settings, most frequently in homes but also in the child’s neighborhood and school setting (Ministry of Gender, Children, Disability and Social Welfare of the Republic of Malawi and others [71]).” “Emotional violence often co-occurs with physical and sexual violence; that is, a child is verbally abused simultaneously with physical violence or they are threatened as a part of sexual violence (Ministry of Gender, Children, Disability and Social Welfare of the Republic of Malawi and others [71]).” “Because the above definitions are integrative of both family and societal violence, including interpersonal violence among juveniles (Ministry of Gender, Children, Disability and Social Welfare of the Republic of Malawi and others [71]), all types of violence in all settings are areas of inquiry in VACS.” Sexual Violence Evidence “The VACS findings indicate that girls experience greater levels of sexual violence than boys; 22 % of girls and 15 % of boys suffer sexual abuse.” “The average age at the first incident of sexual violence was 14.3 years for girls and 13.9 years for boys.” “Of those experiencing sexual abuse, 68 % of girls and 74 % of boys experienced multiple incidences across their childhood.” “More than half of boys and girls told someone about the sexual abuse, usually a friend.” Physical Violence Evidence “The VACS results indicate that boys experience greater levels of physical violence than girls with 65 % of boys and 42 % of girls suffering abuse.”

From the Evidence of Violence Against Children …

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“The first incident of physical violence, in more than half of the reported cases occurred between 6 and 11 years of age.” “The majority of children who report physical violence have multiple incidences across their childhood, 79 % for girl survivors and 88 % for boy survivors.” “Girls are more likely than boys to report, seek, and receive services to respond to physical violence.” Emotional Violence Evidence “According to the VACS, boys experience greater levels of emotional violence than girls with 29 % of boys and 20 % of girls enduring emotional abuse.” “Findings included the observation that corporal punishment of children is a cultural expectation of parenting and physical violence is frequently coupled with verbal abuse.” “School-level violence findings indicated that classrooms are common locations of aggression by teachers and peers, including harsh physical punishment (Makoka [80]).” “Greater community-level violence was reported to be, in part, associated with substance abuse as children reported being abused physically and verbally by those who were intoxicated and that violence often takes place in adult entertainment locations (e.g., bars and community events) (Makoka [80]).” “Sexual abuse was the most common form of violence reported by children and youths in this study (Makoka [80]).” Gender As an Important Consideration “Educational programming is important in developing this social support approach (WHO [81]), beginning with identifying youth leaders in schools and communities and educating them about the signs, symptoms, and effective responses to violence.” “Child protection and social welfare officers, working throughout Malawi at the community and district level (Rowan [82]), are critical social service professionals in the response to VAC.” “The greatest challenge will be establishing the VAC agenda for community building to address violence, including developing social service work plans that support community development as an outreach activity.” “A well-trained child protection officer/social worker has critical skills in the development of care plans that are comprehensive and oriented to both immediate solutions addressing the threat of harm during crisis, as well as affecting long-term change with a tailored mental health approach for each child and family (Stardt [83]).” Conclusion “In broad terms, prevention interventions have been presented and it is beyond the scope of this article to focus in on the more nuanced strategies of social care and the interface with family and community violence.”

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“As the government of Malawi and supporting organizations move forward with a systematic approach to violence, interventions and practices will be developed and refined for social workers and allied professionals.” “As Malawi enters into intensive and prevention-focused social planning to respond to VACS, opportunities exist for outcomes testing of interventions at all levels of society.” “As member countries move forward to respond to the WHO’s call to respond to violence, especially focusing on children and youth, with Malawi’s rapid progress in planning, the country may prove to be a model that can inform social intervention and social work practices in low-income settings globally.” [Section 9] “The topic has been gaining renewed attention from policy makers as evidenced by the Sixty-Seventh World Health Assembly [84] when a historic resolution was adopted addressing the role of the health system in preventing violence against women and children.” “This resolution acknowledges that violence persists globally and that it must be addressed systematically with a strong emphasis on early intervention with children and adolescents (Sixty-Seventh WHA [84]).” “As the WHA noted: Preventing interpersonal violence against children can contribute significantly to preventing violence against women and girls and children, that being abused and neglected during infancy and childhood makes it more likely that people will grow up to perpetrate violence against women, maltreat their own children, and engage in youth violence… (2014, p. 2).” “The WHO is now developing a global plan of action to strengthen health systems to respond to interpersonal violence across the continuum of care, including prevention (Sixty-Seventh WHA [84]).”

Transgender and Gender Diverse Children: Considerations for Affirmative Social Work Practice [248] This is a machine-generated summary of: Austin, Ashley: Transgender and Gender Diverse Children: Considerations for Affirmative Social Work Practice [248] Published in: Child and Adolescent Social Work Journal (2017) Link to original: https://doi.org/10.1007/s10560-017-0507-3 Copyright of the summarized publication: Springer Science +Business Media, LLC 2017 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from.

Transgender and Gender Diverse Children: Considerations …

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Abstract-Summary “Transgender and gender diverse children have a range of transition-related needs which require the support of informed practitioners with transgender and gender diverse-specific knowledge and skills.” “Research suggests a paucity of transgender and gender diverse-specific expertise among social workers and other mental health providers; this seems particularly evident with respect to the needs of transgender and gender diverse children.” “An affirmative practice framework to guide therapeutic work with transgender and gender diverse children and families is presented.” “Clinical examples illustrating use of the affirmative practice approach with transgender and gender diverse children are provided.” Introduction “Given the disproportionate mental health risks experiences by TGD youth (Cohen-Kettenis, Owen, Kaijser, Bradley, & Zucker, [85]; Yunger, Carver, & Perry, [86]) and the likelihood that affirmative interventions can mitigate these risks, it is critical that social workers develop the knowledge and clinical skills to work affirmatively with TGD youth.” “I will present an overview of extant research contributing to our contemporary understanding of TGD identities and experiences, as well as research defining best (affirmative) practices for working with TGD children.” “I will then offer practice recommendations for engaging in affirmative social work practice with TGD children and their caregivers.” “Clinical examples illustrating affirmative clinical social work practice with TGD children with distinct needs will be provided.” Transgender and Gender Diverse Identities in Childhood “Several factors suggest that this research is flawed and may vastly underestimate the stability of TGD identities among children and teens including (1) skewed research processes, the likelihood that most study participants did not actually have TGD identities at the start of the study, as well as the possibility that participants, as a result of the implicit and explicit pressure to conform to gender-normative behavioral expectations associated with biological sex, were reluctant to share persisting experiences of gender dysphoria (Ehrensaft, [87]; Olson, [88]; SAMHSA, [89]).” “Research suggests that stability of TGD identities is more likely for children whose gender dysphoria (emotional distress associated with a gender identity that is not aligned with biological sex) is more severe and whose cross-gender identity and expressions of self (e.g., play, activities, appearance,) are insistent, persistent, and consistent across time, circumstance, or developmental stage (Forcier & Haddad, [90]).”

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Considerations in Transition-Related Care for TGD Children “For other TGD youth a transition that includes physical changes (e.g., hair, clothing, accessories), medical intervention (e.g., hormones and eventually surgery) as well as, legal components (e.g., name, gender marker and document changes) may be necessary to achieve a sense of alignment.” “A study exploring parental support for TGD youths’ medical transitions indicated that increased transition-related support was associated with lower rates of depression and better quality of life among (Simons and others, [91]).” “Given previous research demonstrating elevated rates of mental health problems among TGD youth (Cohen-Kettenis and others, [85]; Yunger and others, [86]), these studies provide important support for transition-related care for TGD youth.” “With growing evidence demonstrating the positive mental health impact of transition-related care for children and youth (Olson and others, [92]) and the negative mental health consequences of delaying transition-related treatment, including pubertal blockers and subsequent cross-sex hormones (de Vries, Doreleijers, Steensma, & Cohen-Kettenis, [93]), providers are recognizing the importance of early intervention (Forcier & Haddad, [90]).” “Social workers and other mental health care providers must be prepared to provide the necessary support and services to TGD youth and families in need of transition-related care.” The Practice Context for TGD Children “It is critical to recognize that there is no typical or single way in which a child presents as TGD, so an affirming an comprehensive assessment should focus on trying to understand each child’s authentic experience of gender as well as what each child needs to feel supported and affirmed in that identity.” “Once the child has been able to express their needs, it is important to explore any caregiver ambivalence about the child’s social transition, as well as needs for advocacy (e.g., working with the school to ensure a safe and supportive climate for the client; family sessions with grandparents to help them understand the needs of TGD children).” Clinical Examples “It is important to validate and support Taylor’s mother’s efforts to get her the care and services she needs, while simultaneously educating her about: (1) non-binary experiences of gender; (2) research regarding the evolution of gender identity and experiences for some children/teens; and (3) age/developmentally appropriate intervention strategies that can support Taylor’s authentic expression of self.” “Best practice strategies for working with Madison and her family should be rooted in the existing research which points to the importance of insistent, persistent, and consistent expressions of gender dysphoria as indicators for a transgender identity that remains through adolescence and adulthood, as well as research illustrating the protective impact of transition-related care and parents who support and

Sociodrama as a “Potential Stage” for Creating Participative …

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facilitate this process (Olson and others, [92]; Simons and others, [91]) There are specific strategies necessary to support Madison.” Conclusion “As TGD children have a range of gender experiences that may evolve over time, corresponding clinical support and transition-related needs will also vary widely.” “Practitioners should develop the TGD-specific knowledge and expertise required to engage in a comprehensive gender assessment, offer psychoeducation, refer clients to local and online resources, competently discuss developmentally relevant transition-related care options, and provide affirmative therapeutic support.” “When necessary, TGD affirmative practitioners should be able and willing to support TGD children and families through advocacy efforts targeting schools, other providers, as well as the community at large.” “Practitioners must have the ability to offer affirmative support to each child as they navigate their unique gender journey.”

Sociodrama as a “Potential Stage” for Creating Participative and Transformative Research on Social Work with Families Living in Vulnerable Situations [249] This is a machine-generated summary of: Ius, Marco: Sociodrama as a “potential stage” for creating participative and transformative research on social work with families living in vulnerable situations [249] Published in: Zeitschrift für Psychodrama und Soziometrie (2020) Link to original: https://doi.org/10.1007/s11620-020-00563-z Copyright of the summarized publication: The Author(s) 2020 License: OpenAccess CC BY 4.0 This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecomm ons.org/licenses/by/4.0/. If you want to cite the papers, please refer to the original.

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For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “This article of the Zeitschrift für Psychodrama und Soziometrie aims to explore how Morenian sociodrama and its techniques represent valuable tools for participative research with social professionals and teachers working with children and their families in vulnerable situations.” “This is followed by a description of an experience of participative research with a group of roughly 40 professionals within the national Italian programme P.I.P.P.I. The process of the session is described and discussed, in order to demonstrate how sociodrama can be an interesting tool for social research.” Moreno, creativity and research: an introduction “He began to research and elaborate a methodological proposal of connecting theory to practice in which “action” is the key element to understanding and for the development of each human being, communities, and the world, to fight social injustice and inequality, and to promote the full expression of the potentials and talents of each person (Nolte [94]).” “Contrary to psychodrama, which facilitates the exploration of private components focusing on intrapsychic aspects (clinical—therapeutic goals), sociodrama is a group action method that focuses on group and social components (Moreno [95]), and offers participants a safe method and context to work on the roles they share with others by sorting out ideas, making decisions, empowering the way they play roles, practicing new roles, and becoming more spontaneous and playful.” Objectives “Starting with these aspects, the goal of the paper is to present and discuss the rationale, structure, and process of a participatory and transformative research meeting with a group of roughly 40 social professionals and teachers involved in the Territorial Laboratory of the programme P.I.P.P.I. in a local authority of a city of Southern Italy.” “P.I.P.P.I. is a research-training-intervention programme that was developed by the Italian Ministry of Labour and Social Affairs, in cooperation with the Laboratory of Research and Intervention in Family Education (LabRIEF), at the University of Padua (Italy) (Fantozzi et al. [96]; Ius [97a]; Milani et al. [98]; Santello et al. [99, 100]; Serbati et al. [101]; Zanon et al. [102]; consult these papers for a wider presentation of the programme).” “The programme has on the whole involved roughly 8000 professionals from Social and Health Services and Schools, as well as 4000 children and their families in more than 200 territories of the 20 regions across Italy.”

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The research meeting with professionals: context, subjects, and goals “Besides the work with each family, the advanced level has been planned and implemented to empower the governance practices within the territory with particular focus on fostering processes that allow social services and schools to make decisions and organize their actions so that community relations developed within and between the ecological systems of children, families, and communities (Bronfenbrenner [103, 104]).” “The advanced level was entered with the intent of improving cooperation between social services and schools at a communitywide level and to involve teachers working with children involved in the programme.” “The first two-year actions (2017–2018) involved social service providers and professionals and aimed at involving teachers in the implementation of P.I.P.P.I. with children and their families, engaged with social care due to their needs.” “Is it meaningful and possible for social services to organize school interventions targeted at all children to promote wellbeing for all and not only for those in the care system?” The research technique: from focus group to sociodrama “The focus group process would have allowed a meeting with a minimum number of participants, generating into a conflicted situation of choice and exclusion, which is not useful to the participatory attitude of P.I.P.P.I. Since this aspect would not have fostered community building between participants, other techniques appeared to be necessary.” “The researcher-facilitator does not have the function of guiding the group by holding a higher knowledge but, on the contrary, he/she has the task of fostering a creative group process in which all participants are co-actors and co-creators, starting from the contribution each of them can bring from his/her role repertoire.” “Through an intersubjective process, the group participants: 1) can recognize and find themselves, and create the connection leading everyone to a more in-depth level of comprehension of a question related to their profession; 2) can enhance the social cohesion within the group strengthen and nourish the interaction-integration dynamic among the members of the group; 3) can analyse, understand, and discuss what the group creates (the collected data) constantly being encompassed in the research, reflection, and development innovation.” The meeting: structure and the process as data collection “The researcher facilitator proposed to the group a sociodramatic activity aimed at expressing and collecting the points of view of the different actors, who are involved in working with families in care.” “Using two empty chairs the facilitator made the group focus generically on: The world of the social services working with a family living in vulnerable situation, and therefore being committed to collaborating with the school.” “Service—Social worker: My idea is to work in involving all families and not just the family in the case or when they have a problem Friend’s families: I want to meet John and his family, but I need to understand more about this situation.”

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“The facilitator and the participants identified that the enactment showed the family-school-service cooperation was still work in progress and that different actors needed help in connecting one to the other and in community building.” Discussion “In a spontaneous way, the enactment process facilitated the exploration of those topics referred to and the questions identified by the LabT from the concerns held in the dossier: family participation, the role of case manager, of the school and of teachers in the multidisciplinary team.” “Participants gave voice and action in a spontaneous way to the dynamics representing “how they are, how they work with families and mostly what are the dynamics between them”.” “The following voices showed a more comprehensive attitude towards family and focused on the how to foster mother’s participation and her understanding of the situation of her child.” “Sharing their reflections, the participants confirmed the enactment mirrored the work process with families and with colleagues—including the difficulty to better involve fathers—and they underlined the necessity to have somebody, i.e. the case manager, to take care of the connection and the communication among all the people: family, teacher, service professionals, and community.” Conclusion “The research experience presented in this paper shows that the use of sociodrama and associated techniques is consistent with participatory process connecting research, training and intervention in groups of social professionals working with vulnerable families.” “If, on the one hand, art based techniques and, even more so, sociodrama techniques are noteworthy modalities for involving participants in a hilarious and thought provoking manner, on the other hand they can integrate the rigorous method a research approach requires, with the spontaneity of participants that is key for breaking stereotypes and rigidity in response to research questions.” “It would be interesting to keep exploring how, besides group work practice, sociodrama and psychodrama can contribute to research paradigm in social work.” “The method presented and discussed in this paper would be appropriate to encourage family participation, by harmonizing family-social services-schoolresearchers power dynamic and by offering a “potential stage” for creating participative research.”

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“He Wears Pink Leggings Almost Every Day, and a Pink Sweatshirt….” How School Social Workers Understand and Respond to Gender Variance [250] This is a machine-generated summary of: de Jong, Dirk: “He Wears Pink Leggings Almost Every Day, and a Pink Sweatshirt….” How School Social Workers Understand and Respond to Gender Variance [250] Published in: Child and Adolescent Social Work Journal (2014) Link to original: https://doi.org/10.1007/s10560-014-0355-3 Copyright of the summarized publication: Springer Science +Business Media New York 2014 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “The data, collected through individual interviews, indicate that the social workers in this study seemed willing to support and to advocate for gender-variant students.” “It is suggested that full engagement with gender-variant students requires more training, not only for social workers, but for other school personnel, and as part of professional pre-service programs.” Introduction “The literature on school social work practice with gender variant children or regarding the response to gender variance by school personnel is still quite limited.” “Given the problem as described above, the purpose of the current study was to explore the perceptions, attitudes, and self-reported practices of school social workers with respect to gender variant students, as well as the influence of professional and personal experiences on these perceptions, attitudes, and practices.” “Since gender variance may initially be experienced as a counter-normative phenomenon, and because school social workers are bound to face obstacles in the application of a diversity perspective with regard to gender-variant students, the framework for this study included a “virtue ethics” model of cultural competence.” “This model of psychological counseling, proposed by Fowers and Davidov [105], has relevance to social work practice with gender-variant children because it requires deep personal engagement, an affective response, and openness to change when faced with issues of diversity.”

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Research Design and Methodology “The sample of participants consisted of fourteen social workers, employed by public school districts in the Northeastern United States.” “At the time of this study, the participants worked in thirteen different schools (urban, suburban, and rural-suburban), spanning all grade levels.” “At the time of consent, the social workers also had an opportunity to indicate if they wanted to receive a written summary of the study’s findings.” “Besides questions about gender socialization in schools, the interview items relevant to the findings reported in this paper concerned the social workers’ beliefs about gender identity and gender variance, their experiences with gender-variant students and their responses to hypothetical scenarios, and their exposure to gender variance on a personal level or through formal learning.” Findings and Discussion “The social workers in this study mostly viewed gender identity and gender variance as innate, and not as something that people choose or are led to, as exemplified by Sonya’s (urban, k-8) response: I think it’s just the way a person is….” “Findings about the actual or hypothetical response to gender variance by the school social workers in this study could be categorized into a number of subthemes: Providing support and advocacy for the student, managing relationships with the student’s parents, and facilitating the coming-out process if desired by the student.” “Susan (urban, middle school) stated that training about gender variance would be helpful just in advancing acknowledgement and discussion of the issues involved: I haven’t really thought about gender variance all that much, other than the obvious kids that we have here, dressing differently or things like that….” Conclusions and Recommendations “The social workers that were interviewed for this study appear to be advocates for diversity, willing to learn more about gender variance, and positively engaged in making their schools into more accepting environments.” “While gender variance appeared to be a relatively novel concept for most of them, it is interesting to note how their attitudes show some divergence from previous research on the role of school social workers in transmitting cultural values, including those related to gender roles (Blair [106]).” “The primary recommendation resulting from this study concerns the need to conduct more training and to have more discussion related to gender variance within school social work as a discipline, but also with other school staff and administrators, and in social work education and teacher preparation programs.” “The research presented here was exploratory in nature, an initial attempt to learn more about how school social workers understand and respond to gender variance in the classroom.”

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Transgender Family Policy and the Social Work Response [251] This is a machine-generated summary of: Redcay, Alex; Luquet, Wade: Transgender Family Policy and the Social Work Response [251] Published in: Journal of Human Rights and Social Work (2023) Link to original: https://doi.org/10.1007/s41134-022-00235-y Copyright of the summarized publication: The Author(s), under exclusive licence to Springer Nature Switzerland AG 2023 Copyright comment: Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “As TGE individuals gain recognition under the law and in evolving social policy, issues related to the family are emerging.” “Social workers have an ethical obligation to become competent in issues related to TGE persons and their families.” The Validity of Marriage Legal Cases “The court decided that the family court had the jurisdiction to proceed with the divorce since the marriage was lawfully entered in Hawaii and the marriage was not deemed void in Arizona law Additionally, Thomas followed the laws to amend his birth certificate to represent his male gender, thus making the marriage recognized by both Arizona and Hawaii (Beatie v. Beatie, [107]).” “The court subsequently denied the respondent’s request to quash the petitioner’s motion, recognized Miller as a male, and ruled that the marriage was between a man and a woman and the case was closed (Miller v. Angel, [108]).” “For many TGE people, the states they marry in, the gender assigned to them at birth, their gender identity, and how their identity is represented on documents like birth certificates, drivers’ licenses, and passports can play a role in future marriage or divorce settlements regardless of the legality of same-sex marriage and whether the marriages had been consummated before the 2015 Obergefell v. Hodges ruling.”

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Family and Custody “While many TGE individuals wish to become parents, they do not have the same support systems that cisgender counterparts have access to (Carone and others, [109]; Charter and others, [110]).” “Many TGE individuals who are parents are afraid that their parental rights will become restricted or even eliminated by family court judges due to their gender identity (Carone and others, [109]; Cohen, [111]; Dierckx and others, [112]).” “Other courts, however, use this approach to find that TGE parents are unfit because they are gender-expansive.” “Many courts have applied a harsh per se rule when hearing custody cases that involve TGE individuals (Cohen, [111]).” “Judges apply this approach first by deciding that the TGE parent is unfit; second, by granting the other parent custody; and third, by restricting or barring the TGE parent from seeing their child (Cohen, [111]).” “Research does not support the assumption that children with TGE parents develop atypical behavior, or sexual orientation, gender identity, or long-term mental health issues (Dierckx and others, [112]; Stotzer and others, [113]).” Family and Custody Legal Cases “The two chose an anonymous sperm donor on the basis of physical resemblance to Michelle, and when Brittany gave birth to their son, the child was given Michelle’s last name (Conover v. Conover, [114]).” “Michelle asked for court visitation with their son, but Brittany claimed they had no children together, denying rights to third parties.” “A trial court ruled that Michelle was a legal stranger to their son because she lacked a biological or adoptive relationship to the child (Conover v. Conover, [114]).” “In 2016, the Maryland Court of Appeals ruled that Michelle held de facto parental rights.” The Social Work Response “Social workers are asked to assist families with adult and child TGE members experiencing these issues at both the micro and macro levels.” “This may be a challenge to some social workers who may be new to working with TGE individuals.” “Upon being contacted by the TGE client, the social workers must decide to commit to the client or refer to someone who is better suited to working with them.” Commitment to the TGE Client “Social workers may feel challenged by a new client situation.” “Ethical social workers should identify biases and work to reduce them so that the client receives the best service possible.” “The social worker must determine early in the client relationship if their bias will interfere or if they can commit to reducing the bias.”

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“If the social worker is not able to commit fully to the TGE client, a referral is warranted.” “If the social worker can commit, they must become competent in the issues of the TGE person and their family.” Becoming Culturally Competent “TGE persons and their families have unique features that the social worker should become familiar with to effectively work with the person and their families.” “The ethical social worker should become familiar with the issues relevant to TGE persons including medical, legal, and emotional issues.” “TGE persons are part of the diverse populations social workers are expected to work with.” “Knowing these disparities become a call to action for all social workers working with TGE persons.” “The World Professional Association for Transgender Health (WPATH) has set standards of care for trans individuals that all social workers should have some knowledge of to help trans clients and their families.” “Having access to trans-competent physicians or organizations such as the Mazzoni Clinic in Philadelphia is essential for any social worker working with transgender clients (Houssayni & Nilsen, [115]).” Macro Social Work and Transgender Family Policy “Social workers also have a larger obligation to participate in mezzo and macrolevel social work which is included in section six of the COE: Social Workers’ Ethical Responsibility to the Broader Society.” “This obligation entails broad action beyond the individual micro-level that may require the social worker to step out of the office and into the community, workplace, or courthouse to advocate for changes that would provide equal rights, services, and other necessities afforded to non-TGE families that are often denied to them.” “This would not be unlike the work of early settlements and social workers who advocated for social policy changes that affect the family even today such as the 40 hour work week, child labor laws, sanitation, fair housing, juvenile justice, and immigration rights (Addams, [116]).” “This type of work is still necessary so all may enjoy basic human rights.” Working Toward an Inclusive and Just Community “This forces many TGE persons of color to enter sex work with many of these persons being arrested and separated from their families (Nadal and others, [117]).” “This affects not only the TGE person, but also the families they are trying to support.” “Ethical social workers cannot be passive when they see injustice occurs to their TGE clients, their families, or their community.”

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“They are called upon to act toward all persons having just living and working conditions so TGE persons and their families can fulfill their basic human needs and experience a fulfilling life with all the rights of any other family.” “This could be accomplished on the community level by helping others understand the difficulties many of these families face, helping communities become accepting and affirming, or working with employers to help them make their businesses and companies safe for TGE persons.” Participate in Legal and Political Actions “Unless challenged, most laws and policies would remain stagnant, and no social change would be enacted.” “Social workers are called upon to “…advocate for changes in policy and legislation to improve social conditions in order to meet basic human needs and promote social justice” (NASW, [118]).” “Trying and trying again has brought about a change in laws and policy for TGE persons including health care, school bathroom policy, workplace policy, and even how TGE prisoners are taken care of during their confinement (Redcay and others, [119]).” “This advocacy is undertaken for TGE families who face unjust laws and policies around marriage, divorce, custody issues, and work-related rights that force them at times into lower-paying or dangerous jobs to support their families.” “With persistence by social workers and other advocates, laws will change, and policies will be enacted that will bring equality and equity to the TGE person, family, and community.” Conclusion “It is easy to become discouraged when fighting on a larger societal scale for justice issues but fighting for justice is what social workers have always done.” “Advocacy, patience, and persistence are key when advocating for changes that involve what one group considers a moral issue while the other considers it a justice issue.” “Social workers persist in their effort knowing that human rights that were once feared—bi-racial relationships, same-sex marriages, women’s right to vote, civil rights for all, voting rights, and equal rights for women—become an everyday accepted and revered part of society.” “Social workers must do their part in obtaining and maintaining human dignity and the rights of their TGE clients.” [Section 11] “This paper will examine the barriers TGE persons face regarding marriage and family and case laws that have pushed transgender rights forward in a time of great social change in support of TGE persons.” “Studies show that discrimination against TGE persons causes health inequalities and negative health outcomes for stigmatized populations, especially if members of those populations live in states that do not extend, or that actively

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deprive, them of equal protections and rights (Pomeranz, [120]; Redcay and others, [121]).” “A landmark 2020 Supreme Court decision gave TGE persons protections in the work environment (Bostock v. Clayton County, [122]), TGE status is not a protected class, and discrimination against TGE individuals under certain conditions is legal.” “TGE individuals have fought for years for the legal recognition of their gender post-transition in order to have their marriages recognized by the courts (Hassen, [123]).”

Social Work as Social Justice: Supporting the Autonomy of Students with Disabilities Through Alternatives to Guardianship [252] This is a machine-generated summary of: Smith-Hill, Rebecca B.; Walters, Charles B.; Stinnett, Chelsea VanHorn; Plotner, Anthony J.: Social Work as Social Justice: Supporting the Autonomy of Students with Disabilities Through Alternatives to Guardianship [252] Published in: Child and Adolescent Social Work Journal (2022) Link to original: https://doi.org/10.1007/s10560-022-00895-9 Copyright of the summarized publication: The Author(s), under exclusive licence to Springer Science +Business Media, LLC, part of Springer Nature 2022 Copyright comment: Springer Nature or its licensor holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Social workers play critical roles in supporting this successful transition, yet they are often left out of conversations on policy and practice.” “One such area involves the role of social workers in the lives of students with disabilities approaching the rights and responsibilities of legal adulthood.” “Ethics of social work dictate that social workers must navigate a dynamic tension between acting on behalf of “vulnerable” groups and supporting their capacity to act on their own behalf.” “The authors discuss the landscape of decision-making supports in the context of modern social work practice and the ways in which social workers can

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and should re-think their position on guardianship for transition-age students with disabilities.” Special Education Setting the Stage for Transition “Since the advent of special education and the Education of All Handicapped Children Act of 1975 [P.L. 94–142, amended to be the Individuals with Disabilities Education Act (IDEA)], students with disabilities have had the federally protected right to access a free, appropriate public education (FAPE; Yell & Bateman, [124]).” “The reauthorization of the Individuals with Disabilities Education Act in 1990 included a federal mandate establishing secondary transition as a component of special education.” “These requirements operationalize the first purpose statement of the law which is “that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living”[34 CFR § 300.1(a)].” “Research in the field of special education has long-encouraged student involvement in all aspects of transition planning alongside self-determination skill building so that SWDs may be met with post-school success (Mazzotti and others, [125]; Wehmeyer and others, [126]).” The School to Guardianship Pipeline “Because students with IEPs are legally provided the opportunity to remain in school until age 22, states were given a process by which educational decision making authority should transfer from parents to students when those students reach the legal age of adulthood, provided those students had not been declared incompetent (Millar & Renzaglia, [127]).” “Lindsey and colleagues argued that simply complying with the new mandates on transferring educational decision-making to students when they reach the legal age of adulthood might cause parents to take drastic action to remain involved in the IEP process on behalf of their adult children.” “A link has in fact been established between special education processes related to age of majority and an increase in parental petitions for guardianship for SWDs (Jameson and others, [128]; Macleod, [129]; Millar, [130]; Millar, [131]; Millar & Renzaglia, [127]; Plotner & Walters, [132]).” What is Guardianship? “Guardianship refers to the court-mediated process of determining an adult to be incapable of making or communicating responsible decisions and appointing someone to legally act on their behalf (National Council on Disability, [133]).” “While courts have the power to specify the extent to which a guardian’s authority extends, there is evidence that the majority of courts are inclined to grant full guardianship, also known as plenary guardianship (Millar, [130]; Millar & Renzaglia, [127]).”

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“With that single decision, an adult with a disability, known as the ward under guardianship, may permanently lose their legal authority to control their healthcare, finances, living situation, and any other area covered by the court’s guardianship order (Blanck & Martinis, [134]).” “Other scholars have shown that, across disability categories, the rate of guardianship in the U.S. has increased threefold since 1995 (Uekert & Van Duizend, [135]).” Alternatives to Guardianship and Supported Decision Making “Less restrictive alternatives to guardianship affirm an important aspect of adulthood: it is both appropriate and responsible for adults with and without disabilities to utilize supports in making decisions and attending to the responsibilities of adulthood (Martinis, [136]).” “Supported Decision Making (SDM) is the term that has grown to be the most common way of conceptualizing and implementing formal and informal decisionmaking supports that provide viable alternatives to guardianship for adults with disabilities (Martinis, [136]; Shogren & Wehmeyer, [137]; Shogren and others, [138]).” “One of the foremost benefits of SDM-based arrangements hinges on people being supported in their decision-making in an individualized fashion without infringements to their right to adult autonomy.” “For some, supportive arrangements may be more formally outlined through a Supported Decision Making agreement (Martinis, [136]).” Barriers to the Support of SDM “Downes recommended that social workers not only advocate for full guardianship of people with disabilities, but also presented a process where the professional can influence the process (1992).” “In their description of how social workers can expedite the guardianship process for people they deem unable to make decisions for themselves, they argue that “the social worker should be a firm advocate for guardianship and patiently explain (to the parent or sponsoring social services agency) why the person needs a guardian and what will happen if a guardian is not appointed” (Downes, [139, p. 14]).” “Although Downes states that it is vital for social workers to understand legal guardianship, they do not offer the means by which social workers are to determine the so-called “mental incompetence” necessary when supporting petitions for full guardianship.” “The disconnect between social workers and widespread support of alternatives to guardianship may be connected to their lack of access to training on disabilityrelated issues in general and guardianship specifically.” Social Worker Support of SWDs “schools of social work prepare social workers to work with people with developmental disabilities and uncovered that there was a clear gap in offerings.”

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“Nationwide, only 37% of schools offered at least one course tailored to the broad study of disability in the preparation of master’s level social workers.” “Participants specifically named the following areas in which they desired additional training and education: behavioral intervention plans, school culture, education law, special education diagnoses and interventions, and school social worker-specific role definition.” “Three of the five topics listed are special education-specific, implying the school social workers in this study felt underprepared to support students with disabilities in multiple capacities (Phillippo and others, [140]).” “The authors posit that social workers are uniquely positioned to assist with advocacy and interventions for students with disabilities transitioning from high school settings but added that few researchers have addressed the specific role of social workers in the transition process.” Social Worker Roles in Transition Planning for SWDs “School social workers are in a position to work with individual students, families, special educators, and social service agencies to catalyze interagency collaboration and maximize positive postschool outcomes for SWDs (Dente & Parkinson Coles, [141]).” “In 2021, Asamoah and colleagues conducted a systematic review of the roles of social workers in inclusive education for students with disabilities.” “After analyzing eleven studies, the authors arrived at five essential functions of social workers in catalyzing inclusive education opportunities for students with disabilities: facilitator, advocate, collaborator, provider of psychosocial support, and educator (Asamoah and others, [142]).” “Social workers as educators, Asamoah and colleagues assert, should be involved in educating other stakeholders within the schools about practices and policies involving the inclusive education of students with disabilities.” “Given the shortfalls in social workers’ preparation programs related to disability, however, there is good reason to have misgivings about the field’s current capacity to adequately function as advocates and educators regarding SWDs.”

The Ethics of Social Work and the Support of Self-Determination “In its Code of Ethics, the National Association of Social Workers (NASW) offers “standards that guide the professional conduct of social workers” [143].” “When considering the varied circumstances of students with disabilities approaching the age of legal adulthood, the NASW’s Code of Ethics language on the value of social justice directs social workers to pursue social change both with and on the behalf of “vulnerable and oppressed individuals and groups of people.””

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“Under the auspices of the value of “Dignity and Worth of the Person,” the Code guides social workers to “promote clients’ socially responsible self-determination” and to “enhance clients’ capacity and opportunity to change and to address their own needs.”” “Of the Code alone, it would appear as if social workers are guided towards a straightforward charge to ensure that the students with disabilities they work with are supported towards meeting the responsibilities of adulthood with the greatest degree of autonomy possible.” Social Work as Social Justice: Supporting Self-Determination “The right to lead a self-determined life is arguably one of the most important aspects of positive quality of life and therefore particularly worthy of social worker advocacy, especially on behalf of marginalized populations like SWDs.” “A key component of self-determination involves active involvement in all decisions that affect one’s life, and for all people this involves a certain level of risk.” “Social workers should understand the importance of self-determination as an evidence-based predictor of post school success for SWDs and the implications of that connection.” “Perhaps more than anything else, social workers should understand the support of self-determination for SWDs as a social justice issue.” “As social workers supporting SWDs navigate their own professional ethics, it is imperative that they understand the gravity of intervening in one’s right to lead a self-determined life.” Recommendations for Social Workers’ Support of Students with Disabilities “For social workers whose goal it is to work in youth-serving public systems, such as schools or the foster care system, we specifically recommend that these individuals learn about alternatives to guardianship, as well as the ways in which Supported Decision Making and alternatives can be used within systems and advocated for within transition-planning teams.” “Rather than presuming incompetence or focusing unnecessarily on the deficits of SWDs related to adult decision-making, social workers may be uniquely situated to build on student strengths to ensure that supports are provided that maximize autonomy and independence.” “Social workers who are educated on alternatives to guardianship will be able to educate other stakeholders and effectively support collaboration among the transition team, as well as advocate on behalf of SWDs according to their ethics, thereby improving long-term outcomes for people with disabilities.” [Section 11] “Along with the ethical concerns of denying SWDs meaningful opportunities for self-direction, such a denial also represents a disconnect from what is known about the importance of self-determination for the postschool outcomes and quality of

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life of students with disabilities (Lachapelle and others, [144]; Mazzotti and others, [125, 145]; Test and others, [146]).” “Research with adults with disabilities indicates that participation in more inclusive living environments correlates with higher levels of self-determination (Shogren and others, [147]).” “Time and again researchers have found a positive correlation between selfdetermination and quality of life of individuals with disabilities (Chao, [148]; LaChapelle and others, [144]; McDougall and others, [149]).” “Despite the life-long benefits of self-determination, guardianship for SWDs is often recommended to families during the secondary transition process as those students approach adulthood.” “Millar [131] found that students with disabilities, parents of those students, and special educators often did not recognize the inherent conflict between selfdetermination and guardianship.”

Population Shifting and Risks of Street Children in Asia: Possible Social Work Interventions [253] This is a machine-generated summary of: Rezaul Islam, M.: Population Shifting and Risks of Street Children in Asia: Possible Social Work Interventions [253] Published in: Global Social Welfare (2017) Link to original: https://doi.org/10.1007/s40609-017-0084-6 Copyright of the summarized publication: Springer International Publishing 2017 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “The main objective of this study was to explore the nature of population shifting, possible risks, and social work interventions of the street children in Asia.” “The results revealed that the street children constitute a dynamic population shifting moving in and out of other designated categories.” “This paper apprehended the efficiency of social work interventions in the lines of vocational training, shelters (and child protection), resettlement, and reintegration.” Introduction “The Asia-Pacific region is home to nearly half the world’s children, including large numbers of street children (West [150]).”

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“The number of street children worldwide depends on a variety of factors, including the identity of the person counting, whether the study is conducted by a government or a non-governmental agency, the definition of street children adopted by those doing the counting, and the time of the day or season of the year during which such surveys are conducted (Ewelukwa [151]).” “The UNICEF [152] estimated 100 million children on urban streets around the world.” “In the mid-1990s, the World Health Organization (WHO) and United Nations Children’s Fund (UNICEF) estimated the number of street children to be about 100 million worldwide.” Concept and Features of Street Children in Asia “A major difficulty in estimating street child populations is that definitions of the term ‘street children’ are contested and without an accepted definition, it is not possible to determine their number accurately (Ennew [153, p. 4]).” “The Convention on the Rights of the Child (CRC) and its optional protocols are the main international legal instruments of relevance, though street-involved children are not specifically mentioned (Ray and others [154, p. 19]).” “The CRC relates to the situation of street-involved children because of their experience of extreme poverty and particular vulnerability to violence (Art 19), disease (Art 24), discrimination (Art 2), sexual abuse and exploitation (Art 34, 32), substance abuse (Art 33), emotional deprivation (Art 19, 31), exploitative and harmful child labour (Art 32), denial of rights within the juvenile justice system (Art 37, 40), and arbitrary execution.” Methods and Data “This QIMS study employs a phenomenological and qualitative traditional approach that focuses on two principal aspects such as population shifting and risks of street children, and possible social work interventions, following Islam and Hossain [155]; Islam and Mungai [156]; Joffres and others [157]; Islam [158]; Ruiz and Praetorius [159]; and Schuman [160].” “Data for the QIMS was gathered through the use of purposive sampling to select studies relevant to population shifting and risks of street children in Asia, and possible social work interventions: Google Scholar, Academic Search Complete, Thomson Reuters, Social Work Abstracts, Psychological and Behavioural Sciences Collection, and PROQUEST Dissertation.” “The peer-reviewed articles from electronic databases (Academic Search Premier, Academic Common, Aseline, Informit, Ingenta Connect, ScienceDirect, Scopus, Social Science Citation Index and Social Science Research Network, and PsycARTICLES) using keyword searches including ‘street children in Asia’, ‘population shifting of street children’, ‘risks of street children’, and ‘social work interventions for street children’ were located.” “Studies that included population shifting and risks of street children, and possible social work interventions for the sample were considered for the study.”

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Review Results and Discussion “Children who work or live on streets do not have enough knowledge about their rights and are often unaware of various risks in unguided urban life.” “Street children suffer from exclusion on several levels: educational, familial, and social (Agence Française de Développement and Samusocial International [161]).” “Street-involved children experience a range of emotional, physical, and reproductive health problems, lack of access to education, and high levels of violence and exploitation.” “The literature on social work interventions for street children is quite few.” “From social work perspective, we can categorize these interventions into four such as prevention (work to ‘stem the flow’ of children onto the streets), protection and support (interventions to address the rights of children on the streets), rehabilitation (activities aimed at supporting children to stabilize their lives), and reintegration (returning them to their families or placement in an alternative setting).” Social Education and Vocational Training “Social education and vocational training can be considered as one of the important interventions in social work.” “The basic education, numeracy knowledge, and vocational education/trade training can be more useful to the street children.” “Due to the country’s poor economic and social conditions, problems like lack of education, training, infrastructure, and jobs are unfortunately part of many street children in Asia.” “Children from these social classes are often refused to access to education as their families cannot afford basic prerequisites for school attendance.” Protection “Child protection for street children is a set of usually government-run services designed to protect children and young people who are underage and to encourage family stability.” “Street involves children interacting with a range of people including their peers, gang leaders, employers, and the police.” “On the basis of the mapping, decisions can be made with children about how to involve different groups of people in activities to reduce their risks and promote their protection.” “CHETNA in India, for example, raises the awareness and conducts training for the station staff, vendors on the station, and the police on the rights of streetinvolved children and actively collaborates with the railway authorities for the protection of children (Ray and others [154]).” Resettlement “The resettlement recognizes the importance of restoring family ties and eventually resettling each child back to his/her relatives.”

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“This is meant to be transitional in the hopes that each child can eventually be resettled back with his/her family or into his/her community of origin.” “We recognize that each child’s situation is unique, so resettlement looks different for each one.” “This will always be family for each child that walks through its doors, but we recognize the importance of children belonging in families rather than in institutionalized care.” Reintegration “Reintegrating children back to their various homes is done after an assessment of the child is completed by the outreach worker or social workers in institutions.” “The process begins once a child is taken out from the streets and placed in an orphanage before being taken back to their families.” “The period spent on the streets has an impact in the way the child will respond to the reintegration.” “The Samusocial International [161] mentions that reintegration can be achieved in two ways such as renewing family bonds and the needs for personalized supports.” “One organization describes a success rate of 20% of children being reintegrated, and another links a substantial drop in the number of street living children with the success of their reintegration processes (Consortium for Street Children [162]).” Concluding Remarks “This paper discussed the nature of population shifting, risks, and possible social work interventions for the street children in special reference to Asia.” “Within these limitations, this paper presented an epigrammatic picture of street children in Asia.” “The discussion of population shifting and risks due to the increase of street children, and social work interventions is the important value of this paper.” “There is a lack of quality, coordination, and monitoring and evaluation of the services provided to street-involved children.”

Social Work Organizations’ Role in the Social Capital Building in China: A Case Study Among Rural Migrant Workers in Xiamen [254] This is a machine-generated summary of: Hong, Shanshan; Hussain, Rosila Bee Mohd; Wong, Danny Tze Ken: Social Work Organizations’ Role in the Social Capital Building in China: A Case Study Among Rural Migrant Workers in Xiamen [254] Published in: Global Social Welfare (2021) Link to original: https://doi.org/10.1007/s40609-021-00207-6 Copyright of the summarized publication:

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The Author(s), under exclusive licence to Springer Nature Switzerland AG 2021 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Non-governmental organizations (NGOs) are considered important actors in promoting social capital, social welfare, and social work organizations (SWOs) and are fast-developing in China.” “This research adopted a case study to look into SWOs’ (Social Work Organization’s) capacity to build social capital among rural migrant workers (RMWs) in Xiamen, China.” “SWOs’ role in building social capital in China is social construction production.” “It is suggested that SWOs should focus more on linking social capital (both structural and cognitive social capital) between vulnerable groups and other organizations, especially government departments and policymakers, and apply social capital into social work theory development with its context in China.” Introduction “Along with professional development, social work organizations (SWOs) are considered a core force among social organizations supported by society and government, serving a more and more essential role in solving social problems and enhancing social harmony in China (Ma, [163]).” “SWOs are social organizations providing social work services or practices such as education, training, and evaluation, functioning as collaborative governance, professional service provision, and harmony building in China (Tan & Cao, [164]).” “The rapid development of SWOs in China is attributed to three factors: the increasing demands for social service, the fast promotion of social work professionalization in universities, and the strong support from the government (Xu & Peng, [165]).” “This study aims to look into SWOs’ capacity in social capital development among rural migrant workers in China.” Literature Review “NGO is the abbreviated non-government organization, derived from the United Nations Charter in 1945 (Davies, [166]), meaning non-profit and voluntary civil organizations.” “Salamon and Anheier [167] developed a “structural/operational definition,” claiming that a set of five core structural or operational features should be comprised while distinguishing them from other social organizations, and that

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they are formally constituted, non-governmental in basic structure, self-governing, non-profit-distributing, and voluntary to some significant extent.” “In the context of China, NGOs are social organizations (shehui zuzhi) under the regulations and management of the Ministry of Civil Affairs, including social associations (shehui tuanti), non-governmental and non-profit units (minban feiqiye danwei), foundations (jijinhui) (Lee, [168]), and international non-government organizations (shewai zuzhi).” “SWO is registered under non-governmental and non-profit units; apparently, its definition is similar to the meaning of NGO in the global perspective.” NGOs’ Capacity in the Social Capital Building “Recent researches show how NGOs foster social capital and benefit the poor to improve their social welfare (Larance, [169]; Mondal, [170]; Dowla, [171]).” “The social capital theory is applied in the research on NGOs’ intervention in promoting social welfare.” “A case study in Guatemala shows that NGOs’ social capital development intervention is ineffective and results in low collective action and social organization levels, combining contextual factors like social, cultural, economic, and political elements (Abom, [172]).” “Wu [173] and Zhang [174] conduct studies on how NGOs develop social capital interventions to make organizations work better and promote the social welfare of RMWs.” “NGOs’ capacity in building social capital is closely related to the political, cultural, economic, and social environment.” “This study aims to evaluate SWOs’ effort in the social capital building in China, mainly focusing on their capacity to foster structural social capital and cognitive social capital, and look into the interaction between SWOs and political, cultural, economic, and social factors.” Theoretical Framework “Putnam [175] substantiated social capital on a collective level; he pointed out that social capital was the feature of social networks, norms, and trust that facilitated coordination and cooperation for mutual benefit.” “Woolcock ([176, p. 153]) points out that social capital is “the information, trust, and norms of reciprocity inhering in one’s social networks.”” “Bonding and bridging are two significant dimensions of social capital referring to social networks (Putnam, [175, p. 173]; Gittel & Vidal, [177, p. 15]; Woolcock & Narayan, [178]).” “According to Szreter and Woolcock [179], bonding social capital refers to “trusting and co-operative relations between members of a network who see themselves as being similar, in terms of their shared social identity.”” “Linking social capital is defined as “norms of respect and networks of trusting relationships between people who are interacting across explicit, formal or institutionalized power or authority gradients in society.””

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“This research follows Woolcock’s dimension on social capital, and attempts to examine SWOs’ ability in bonding, bridging and linking social capital.” Research Methodology “As we try to explore the relationship between SWOs’ capacity in social capital building and the influence exerted by their environmental factors, constructivism constitutes the philosophical basis of this research, which “views knowledge as socially constructed and may change depending on the circumstances” (Golafshani, [180]).” “The main research question is: what role do SWOs play in building social capital in China?” “In line with this research question, the specific research questions of the study are: What’s SWOs’ capacity in bonding, bridging, and linking social capital in China?” “In line with the research framework, and to match research questions and philosophical basis of this research, a thematic approach is undertaken to analyze data, where it considered four main themes: SWOs’ capacity in bonding, bridging, and linking social capital, as well as the interaction between SWOs and the environment.” Research Findings “Four major types of activities are held by SWOs, including individual activities, family activities, group activities, and community activities.” “Social work knowledge and skills are highlighted throughout the design and implementation of projects.” “It is found that SWOs contribute to the development of social capital, not only on the cognitive level but also on the structural level.” SWOs’ Role in Bonding Social Capital “SWOs’ activities do broaden social networks among RMWs, metaphorically, “their circle has become bigger,” said A1.” “Social networks among peasant workers are expanded in SWO-2 as well; B15/ B16/B17/B18, who have joined in SWOs’ activities, all said their social networks or their staff’s social networks were extended.” “Government officers all emphasize the limitation of trust built towards GO through SWOs’ activities, deeming that SWO’s capacity is limited in developing their social trust, leading to the project’s low efficiency and low recognition from the public.” “This study shows a similar result, RMWs lack access to link social networks before SWOs’ intervention, and their situation is not changed after attending SWOs’ activities.” “For practical development, it is advised that SWOs should focus more on linking social capital between vulnerable groups and other organizations, especially government departments and policymakers, to provide more resources, economic development, and community empowerment.”

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Perceived Factors Influencing Younger Adults’ Rural–Urban Migration and its Implications on Left Behind Older Parents in Nsukka LGA: Practice Considerations for Gerontological Social Workers [255] This is a machine-generated summary of: Okah, Paulinus S.; Okwor, Rachel O.; Aghedo, Gabriel U.; Iyiani, Christian C.; Onalu, Chinyere E.; Abonyi, Sunday E.; Chukwu, Ngozi E.: Perceived Factors Influencing Younger Adults’ Rural–Urban Migration and its Implications on Left Behind Older Parents in Nsukka LGA: Practice Considerations for Gerontological Social Workers [255] Published in: Journal of Population Ageing (2023) Link to original: https://doi.org/10.1007/s12062-023-09414-9 Copyright of the summarized publication: The Author(s), under exclusive licence to Springer Nature B.V. 2023 Copyright comment: Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “As the number of young adults moving to urban areas increases, so does the number of older parents who are left behind in rural areas, where they face loneliness, isolation, hunger, and a lack of social support and care.” “The lack of remittances and alternative arrangements for caring for the migrant children’s elderly parents, as well as the lack of social support networks, makes it difficult for them to cope on their own.” “The purpose of this study is to ascertain how the migration of younger adults affects the well-being of the left-behind older parents in Nsukka LGA, Enugu State, and to recommend ways to improve their living conditions.” “Twenty-four elderly parents were purposively chosen for the study.” “According to the study, young adults migrate to cities due to poverty, lack of employment and business opportunities, poor hospitals and schools, and lack of social amenities in rural areas.” “The study also discovered that elderly parents who are left behind in rural areas face hardship and neglect.”

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Introduction “Population aging and rural-urban migration have posed challenges to the elderly support system in developing countries that lack social safety net services (Zhang and others, [181]).” “This puts rural populations at a disadvantage compared to urban ones and can be particularly problematic for older people, who may face a greater risk of social isolation, reduced mobility, lack of support, and health care deficits as a result of the place in which they live (United Nations Economic Commission for Europe [UNECE], [182]).” “This study is timely as it is aimed at examining the factors influencing ruralurban migration among younger adults and implications on older adults in Nsukka, Enugu state with the aim of recommending measures that would reduce massive rural-urban migration and improve the welfare of the left-behind older parents.” “Despite these policies, programmes, and interventions, rural-urban migration has continued unabated with its negative effects on the left-behind older parents due to factors bordering on the poor policy framework, lack of policy implementation, and non-inclusion of social workers.” Materials and Methods “Two villages were chosen for the study from each of these three communities.” “The researchers chose Nsukka as the study area because they knew that people from the area were migrating in large numbers from rural to urban areas.” “The study’s sample size was twenty-four older adults (12 males and 12 females) from the study area.” “The study targeted both male and female older adults in the study area who were 50 or older.” “To begin, the study’s communities and villages were selected using simple random sampling, while individual respondents were chosen using purposive and availability sampling techniques.” “In each of the four villages selected, four respondents, comprising two males and two females, were selected for the study using purposive and availability methods.” “The aim of the study, as well as their choice of participation, was clearly explained to the participants through the consent forms for those who could read, and orally for those who could not read.” Results “All the participants in the study are of the Igbo ethnic group and were predominantly farmers.” “Out of the 24 respondents that participated in the study, 10 were farmers, five were traders, five were artisans, two were civil servants, one is a politician, and one is a retiree.” “Both participants were 50 years of age or older.” “Of the participants, 22 were Christians, while two were traditionalists.”

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Older Adults’ Knowledge of Younger Adults’ Rural-Urban Migration “Most participants stated that they were not only aware of rural-urban migration but had also moved from their various villages to cities for employment and business at some point in their lives.” “The following quotes represent participants’ perspectives on how poverty causes rural-urban migration: Poverty and unemployment are one of the reasons why people move out of our village to other cities in search of jobs.” “Participants stated that the lack of social amenities such as good roads, schools, health centers, and modern recreational facilities other than the usual playing fields in rural areas contributes significantly to our communities’ increasing rate of ruralurban migration.” “Our people especially the youths are moving in their numbers to cities to enjoy the good things of life because those things that make life worth living are obtainable there but are lacking in the rural areas (Male, 55, Umudiaka village).” Positive Views of Socioeconomic Implications of Migration on Left-behind Older Adults “Most participants, however, expressed sadness about their children’s movement because, according to them, since their children left the villages for cities in search of better life opportunities, they now lack social support and care, with no one coming to their aid.” “The following quotes better explain their views on rural-urban migration: Children used to be responsible for caring for their aging parents, but they no longer want to live with us in the village because they feel they do not belong here.” “Most participants stated that since their children migrated to the cities, they have neither returned nor sent them money to take care of themselves as older adults.” “In our days, it was the duty of the children to stay with their aged parents to look after them but now, we are left to take care of ourselves in our old age (Female, 67, Umezedika village).” Discussion “According to Okah and others [183], poverty, lack of social amenities, conflicts, lack of jobs and business opportunities, urbanization, and natural disasters contribute to rural-urban migration because many rural people are forced to migrate to urban areas due to extreme hunger and an inability to meet basic needs.” “Further investigation revealed that the majority of older parents in the study area are suffering psychologically and emotionally as a result of the massive ruralurban migration of their younger adults, who should be a source of companionship and support to them.” "The increased migration from rural to urban areas has been viewed as a social penalty for left-behind parents, resulting in reduced functional support and increased psychosocial isolation (Rahman, [184]; Tan, [185]; Odo & Chukwu, [186])."

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“Since the study revealed that poverty and lack of social amenities are some of the factors responsible for the massive migration of rural youths to urban centres, all parties involved should make efforts to provide basic social amenities in rural areas to discourage unnecessary migration.” Limitations and Conclusion “One of these limitations is that the study’s sample size was limited to older parents aged 50 and over, disregarding the opinions and views of other left-behind younger adults.” “The views of older parents on rural-urban migration may vary from those of younger adults in the study area.” “The findings will help social workers and other caregivers advocate for better lifestyles for left-behind older adults in rural areas while also working to improve rural communities to reduce rural-urban migration and urban overpopulation.” “This study has revealed the factors responsible for the massive migration of young adults from rural to urban areas, as well as the negative consequences of such migration on older parents left behind in underdeveloped rural areas.” “This study highlights the importance of gerontological social workers as experts in meeting the psychosocial needs of older adults if their children migrate to urban centres.”

African-Centered Frameworks of Youth Development: Nuanced Implications for Guiding Social Work Practice with Black Youth [256] This is a machine-generated summary of: Lateef, Husain: African-Centered Frameworks of Youth Development: Nuanced Implications for Guiding Social Work Practice with Black Youth [256] Published in: Child and Adolescent Social Work Journal (2020) Link to original: https://doi.org/10.1007/s10560-020-00703-2 Copyright of the summarized publication: Springer Science +Business Media, LLC, part of Springer Nature 2020 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Such limited discussion of African-centered approaches is problematic as it discounts both the diversity of African perspectives of human development, and limits the exploration of models from an African perspective, which may be a more appropriate and effective approach to working with Black youth populations.”

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“To assist in addressing this gap within social work literature, the current article critically compares the human developmental schemes of three indigenous African worldviews, and identifies potential implications for positive youth development.” “The paper also provides implications for African-centered program development, particularly in considering the need to acknowledge the intersectionality of Black youth identities.” Background “Particular to Black youth in the U.S., an important underlying assumption of the youth programs that apply an African-centered framework is that mainstream American culture has historically failed to empower Black youth.” “Given the theoretical arguments in the literature, promising empirical evidence, and the need to apply culturally responsive practice modalities to communities of color in social work, the African-centered framework is emerging as an area of interest for education and practice (King, [187]; Whitehead, [188]).” “While African centered programs demonstrate promise in their ability to help serve Black youth, they lack the replications needed to become recognized as research-supported practice (Gilbert, Harvey, & Belgrave, [189]).” “In light of the need to advance social work literature around the application of the African centered framework to practice, this paper presents a critical comparison of three African models of human development: the Bantu, Akan, and Yoruba, identifying how each model prioritizes factors associated with youth development.” The Bantu Human Developmental Conceptual Scheme “Bantu philosophy holds that prior to adolescence, a person is relatively masked, or is not self-aware (Ruwa’ichi, [190]).” “Puberty and its associated community initiation processes is the time for regaining consciousness of oneself by removing the mask of ignorance surrounding who the person is, and their responsibilities toward self and society (Ruwa’ichi, [190, 191]).” “After the completion of the initiation rites, which can range from days to months depending upon the Bantu community, the person is thought to have passed through the door of infancy, successfully transitioning into the beginning stages of adulthood.” “To self-worth, the Bantu framework also places significant interest in adolescence as a time of learning responsibility to oneself and others.” “Through the Bantu framework, a young person’s capacity to appreciate their newfound responsibility to self, community, and society is itself a measure of maturation from childhood to emerging adulthood (Ngubane, [192]).” The Akan Human Developmental Conceptual Scheme “Within Akan philosophy, one’s treatment of their body is thought to have a direct impact on the health of one’s inner essence.”

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“Within Akan philosophy, emphasis is placed on personal agency, or the taking of responsibility for one’s well-being and that of his or her fellow human beings.” “For the Akan model of youth development, four primary factors can be deduced: (1) Spiritual development; (2) emotional intelligence; (3) physical well-being, and (4) personal agency.” “From an Akan perspective, spirituality and emotional intelligence are among the primary factors of concern for youth development.” “This understanding appears to be reflected in the concepts of Okra and Sunsum within Akan philosophy, factors considered to impact one’s temperament and personality traits influencing one’s behavior.” “With emphasis on the physical impact of the body (i.e., Honam) on all other aspects of being, in the Akan concern for physical education and activity informs youth development.” The Yoruba Human Developmental Conceptual Scheme “Rediscovering one’s purpose in life is fundamental to the positive development of the person in the Yoruba framework, with adolescence viewed as an important milestone in the process.” “Gentle character is a prerequisite for good character (Iwa ReRe) in the Yoruba framework of personal development, and good character is requisite to achieving one’s destiny.” “To character, the Yoruba framework also stresses the need for youth to learn a trade, or to become educated, enabling the person to make a living that can benefit both themselves and society, and which will ultimately lead to them garnering respect as an elder and ancestor for future generations (Salami, [193]).” “To finding one’s purpose, from a Yoruba perspective youth also require individualized plans focused on reducing risk factors that also bolster the protective factors that assist them in achieving their long-term goals.” Commonalities and Differences across Frameworks “The models all share that the responsibility of transitioning successfully of youth from adolescence to adulthood involves interaction between the youth, key relationships, and their environment.” “In terms of translating these concepts into considerations for youth development, the Bantu’s primary concern is the development of an inherent sense of self-worth, for the Akan it is positive spiritual development, and for the Yoruba it is the need to identify a career path that aligns with one’s desired impact on Earth.” “The Bantu model emphasizes the rites of passages as a primary factor in the positive development of youth—underlining the importance of the collective in youth development, whereby youth undergo ritualized activities with peers.” “This aspect is not shared by the Akan nor the Yoruba models, which do not propose a collective process for youth development that involves engaging with peers through rites of passage.”

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Discussion “As has been shown through the Akan and Yoruba models, individual planning and considerations for youth development are approaches which do have a place within African-centered social work practice.” “Social workers seeking to utilize an African-centered approach who are working to bolster the success of Black youth should assess their individual needs in determining the area(s) within the young person’s life that may need assistance.” “When applying African-centered approaches to youth, social workers should identify strengths and areas in need of support to inform their practice.” “There is growing interest in applying African-centered frameworks to inform social work practice with Black youth in the U.S. (King, [187]; Whitehead, [188]).” “To advance African-centered approaches to working with Black youth, the need remains for rigorous scientific exploration to determine the efficacy of such approaches through the construction of a framework of evidence-based Africancentered social work practice with Black youth.” [Section 7] “Within social work, there is an ongoing effort to move away from merely adapting and modifying Eurocentric theories to fit the context of communities of color toward generating knowledge and practicing models drawing on their own communities’ intellectual heritage, values, beliefs, and customs (Gray & Coates, [194]).” “As a social work scholar of African descent, this paper aims to assist the corrective work needed to honor the agency of African epistemologies and demonstrate the equal viability such philosophies may have at addressing contemporary issues pertaining to adolescents and youth.” “This paper begins with a discussion of the African Centered Framework derived from the 20th -century Black studies movement in the U.S., how it has progressed in social work, and additional ways of considering African-derived philosophies with implications on youth development models for Black American youth.”

Some Impediments to Child Sexual Abuse Interventions and Corresponding Social Work Implications: Reflections on the Zimbabwean Victim Friendly System [257] This is a machine-generated summary of: Muridzo, Noel Garikai; Chikadzi, Victor: Some Impediments to Child Sexual Abuse Interventions and Corresponding Social Work Implications: Reflections on the Zimbabwean Victim Friendly System [257] Published in: Journal of Human Rights and Social Work (2020) Link to original: https://doi.org/10.1007/s41134-020-00137-x Copyright of the summarized publication:

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Springer Nature Switzerland AG 2020 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary "Child sexual abuse is a multifaceted children’s rights issue and a global problem of considerable extent." "It has adverse effects for child survivors and their ecological environments." "Using qualitative data from a multiple-case study research project, the current paper discusses some of the impediments hindering effective service provision within the institutional arrangements that respond to child sexual abuse cases in Zimbabwe." "The Victim Friendly System is a confluence of multisectoral and multistakeholder professionals from different governmental and nongovernmental organizations that offer integrated and coordinated services targeting primary, secondary and tertiary levels of child sexual abuse prevention and mitigation." "While the Victim Friendly System has made significant strides in providing better service delivery outcomes to direct and indirect victims of child sexual abuse, there remains some service provision gaps that hinder its effectiveness." CSA in Zimbabwe “In response to the pervasiveness of child sexual abuse (CSA), Zimbabwe established the Victim Friendly System (VFS) as a multisectoral initiative involving multiple stakeholders that respond to CSA.” “Professions within the VFS encompass medical, psychological and legal personnel (Judicial Service Commission [195]).” “Modeled around the same principles as those of the American Child Advocacy Centers (CACs), the VFS is a model that ensures a multidisciplinary approach to CSA.” “In Zimbabwe, prior to the establishment of the VFS, responses were uncoordinated, rudimentary and above all traumatizing and dehumanizing (Judicial Service Commission [195]; Musiwa [196]; Moyo [197]).” “The VFS as a multistakeholder initiative aims to provide holistic, integrated and specialized services to child victims of sexual abuse.” “The VFS has an established process that all CSA survivors must go through.” Services Provided by the Victim Friendly System “According to Mendelson and Letourneau [198], child sexual abuse (CSA) prevention at the secondary level includes services rendered in the aftermath of abuse.”

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“Secondary prevention interventions and responses are efforts that society provides to survivors and their immediate families in order to minimize the negative effects associated with CSA (Dickson and Willis [199]).” “The VFS services at the secondary level of prevention include medical support aimed to reduce injuries and other physiological effects of CSA such as exposure to HIV, pregnancy and collection of forensic evidence (Lalor and McElvaney [200]; Population Council [201]; Richter and others [202]).” “At the secondary level of prevention, the VFS provides services that are of a legal nature and help to support the child victims of sexual abuse as they navigate the complex judicial system.” “Services such as those provided by the Victim Friendly System (VFS) are critical in mitigating the negative effects associated with child sexual abuse.” Research Methodology “The study used a qualitative approach to investigate the challenges faced by VFS stakeholders in Zimbabwe.” “Within the qualitative research approach, a multiple-case study design was used to glean the lived experiences of stakeholders within the VFS (Creswell [203]; Rubin and Babbie [204]).” “The VFS was chosen as the case for study focusing on the myriad of organizations that participate in the multisectoral forum.” “The study used theoretical sampling: a form of purposive sampling commonly used in qualitative research, to sample 38 professional employed by VFS organizations from two study sites: Harare and Gokwe.” “Apart from the selected participants, VFS documents were selected using systematic random sampling as another source of data on the challenges faced by the Victim Friendly System (VFS).” “Creswell [203] notes that secondary data is useful in qualitative research as it helps to corroborate participants’ narratives gathered from the interviews.” Presentation and Discussion of Findings “Limited coverage of the VFS becomes a significant weakness that serves as a barrier to successful service provision for child victims of sexual abuse and their families.” “The participants highlighted that people were not aware of the VFS, its services, the service providers and processes to be followed in case of CSA incident.” “The argument that lack of knowledge of the VFS affects the family’s participation and care for CSA survivors is consistent with the observations by Coyne [205] who notes that families require clear guidance and information to enable them to fully participate in their child’s care.” “Given the importance of knowledge of the VFS and what to do in the event of sexual abuse, ignorance of the VFS therefore becomes a significant impediment to the right to medical, social, psychological justice and legal services child sexual abuse interventions.”

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Implications for Social Work Practice “At the secondary level of CSA prevention, social workers may provide direct services aimed at rehabilitation of CSA offenders.” “Within schools, social workers can also work to build life skills of children through educational programmes and CSA awareness events.” “Social groupwork as a method can be used for primary prevention of CSA through raising awareness on vulnerability factors and available services.” “There is thus need for social workers to agitate for the implementation of existing legal frameworks that should have the primary prevention effect of protecting children from CSA.” “While the above suggestions may enhance access to essential services, social workers in Zimbabwe must seriously consider moving towards primary prevention of CSA, a more radical, indigenous and developmental form of social work practice which addresses the root causes of child sexual abuse and the violation of children’s rights in the first place.” Conclusion “This paper has discussed some identified impediments to child sexual abuse interventions which are critical in the face of CSA violations.” “The developmental approach will guarantee rights of children by largely preventing child sexual abuse in the first place.” “Child sexual abuse is a rights violation, a significant human rights violation that can be addressed through the developmental approach to social work.” [Section 7] “CSA has adverse effects for child survivors, their families and society at large (Hansen and Tavkar [206]; Birdhstle and others [207]; Stoltenborgh and others [208]).” “Using Bronfenbrenner’s [103] ecological model, Jones and Jemmott [209] argue that the effects of CSA affect different ecological levels.” “At the micro level, CSA affects the survivor, the child’s family, friends and others with direct contact with the survivor.” “Micro ecological effects among other things include negative psychological, physiological, behavioural, social and economic outcomes for the child and their family.” “The various negative effects associated with child sexual abuse (CSA) give rise to the need for robust measures targeted at prevention.” “The Victim Friendly System (VFS) in Zimbabwe is one such initiative that seeks to prevent and mitigate the negative effects of CSA at different levels.” “The paper underscores the need for social work intervention at the different levels in the ecological environment within which children live in order to promote a holistic system of care.”

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Intersecting Race and Gender Across Hardships and Mental Health During COVID-19: A Moderated-Mediation Model of Graduate Students at Two Universities [258] This is a machine-generated summary of: Jabbari, Jason; Ferris, Dan; Frank, Tyler; Malik, Sana; Bessaha, Melissa: Intersecting Race and Gender Across Hardships and Mental Health During COVID-19: A Moderated-Mediation Model of Graduate Students at Two Universities [258] Published in: Race and Social Problems (2022). Link to original: https://doi.org/10.1007/s12552-022-09379-y Copyright of the summarized publication: Springer Science +Business Media, LLC, part of Springer Nature 2022 Copyright comment: corrected publication 2022 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “While the effects of the pandemic on the mental health of college students can vary across race and gender, few studies have explored the role of hardships and university assistance in these disparities, as well as how these disparities can manifest themselves differently across intersections of race and gender.” “Using multi-group structural equation modeling, we explore how material hardships, academic hardships, and university assistance needed mediates the relationship between race and mental health, including depression and anxiety.” “Material hardships did not mediate the relationship between race and anxiety.” “While academic hardships mediated the relationships between race and depression, as well as race and anxiety, these relationships were only significant for females, indicating moderated-mediation.” “Although university assistance needed mediated the relationship between race and depression for females only, university assistance needed mediated the relationship between race and anxiety for both males and females.” Background “These unique experiences and needs have been brought to light during the COVID-19 pandemic in which college students have faced increased material hardships (financial difficulty with the cost of housing, medical, or other bills), academic hardships (switching to remote learning), uncertainty in the labor market (e.g., job prospects), and greater risk for negative educational and health outcomes than the general population (Aucejo and others, [210]; Liu and others, [211]).” “Another concern is that college students are increasingly experiencing high rates of mental health conditions, especially depression and anxiety (Lederer and others, [212]; Lipson and others, [213]).”

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“Considering the high level of stress that many college students experienced before the pandemic, it is likely that the COVID-19 pandemic exacerbated stress levels and related mental health issues.” “Using a survey of undergraduate students during the pandemic, Prowse and her colleagues [214] found that the pandemic had a greater negative effect on female students’ academic learning, feelings of social isolation, stress levels, and mental health when compared to male students.” Theoretical Framework “When considering the racialized and gendered nature of barriers and opportunities in college, we recognize that students can experience the COVID-19 pandemic differently based on their multiple and intersecting identities.” “Stemming from Black feminist thought, intersectionality theory holds that systems of oppression work to marginalize individuals along multiple dimensions of identity (Collins, [215]; Crenshaw, [216]).” “As marginalization does not always “fit neatly” into a single dimension of identity, intersectionality provides a framework for understanding how multiple dimensions of identity can lead to unique experiences of marginalization (Cole, [217]).” “Pertaining to research, intersectional approaches to understanding the dynamics of intersecting identities span across multiple fields and disciplines, often offering new paradigms for understanding marginality (Simien, [218]).” “Intersectionality allows us to explore how Black students’ experiences of hardships and supports needed during COVID-19 relate to mental health and how these relationships differ across gender.” Current Study and Hypotheses “While some research has found that the effects of the pandemic tend to vary by demographic characteristics, such as socioeconomic status (Aucejo and others, [210]), gender (Zolotov and others, [219]), and age (Qiu and others, [220]), few studies have comprehensively addressed these disparities across U.S. university students, particularly at the graduate level and utilizing an intersectional approach to understand the relationship between demographic characteristics and mental health.” “We hypothesize that student hardships will partially explain the relationship between race and mental health during the pandemic (i.e., mediation), yet these relationships will differ across gender (i.e., moderation).” “To advancing a more comprehensive understanding of students’ experiences and needs during the pandemic, our study builds on the previous research that highlights unique experiences, distinct needs, and disparities across diverse student populations in higher education, particularly around mental health.” Methods “From our initial sample of 682 students who responded to Race/Ethnicity questions (341 students from Washington University in St. Louis; 341 students from

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Stony Brook University), 364 students identified as White and 66 participants identified as Black, and thus were retained in the sample.” “We selected the GAD-7 and PHQ-9 for the survey because (a) these scales have been validated and proven to be reliable measures of mental health across a range or populations, invariant to dimensions of both gender and race/ethnicity (Keum and others, [221]; Sriken and others, [222]); (b) these scales are widely used in mental health research, especially among undergraduate and graduate students during the pandemic (Cao and others, [223]; Wang and others, [224, 225]); and (c) because these scales are commonly used in short online surveys.” “While chi-square tests can be sensitive to large samples (N ≥400) in determining overall levels of fit in SEM, they are more reliable in testing differences in fit across groups (Bowen & Guo, [226]) and generally used in testing moderation effects in MGSEM.” Results “Similar to Model 2a, identifying as Black is directly associated with Decreased anxiety (β = −4.053, p < 0.001) for females, while Academic Hardships is directly associated with increased anxiety for females (β =4.693, p < 0.01).” “Unlike Model 3a, there are no differences in gender for direct relationships involving Anxiety; identifying as Black is directly associated with decreased Anxiety (β = −2.582, p < 0.01), while University Assistance Needed is directly associated with increased Anxiety (β =1.701, p < 0.001).” “Through University Assistance Needed, identifying as Black is indirectly associated with an increase in Anxiety, and this relationship is stronger for males (β= 2.206, p < 0.001) when compared to females (β =0.733, p < 0.05).” Discussion “The relationship among hardships and mental health for Black males and Black females during COVID-19 not only reflects the need for immediate assistance during a global pandemic, but also the larger racialized and gendered context of universities where inequitable distributions of resources and opportunities, microaggressions, and feelings of not belonging have long been expressed (Espenshade & Radford, [227]; Jack, [228]; Liu and others, [211]).” “As student mental health and anxiety experiences during the pandemic differ by race, gender, and various hardships, university responses must factor these considerations into their understanding and support of marginalized students (Coakley and others, [229]; Liu and others, [211]).” “To exploring the role of gender in moderating the relationships among race, hardships, supports, and mental health, our study is unique in its focus on the nuanced experiences of graduate students from two distinct universities—both in terms of geography and university type (e.g., elite private university and public flagship university).”

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Conclusion “While experiences of hardships and need of university assistance were not equally distributed during the pandemic, it is important to note that many inequities in higher education existed prior to COVID-19.” “Better understanding these inequities will have implications both for COVID19 pandemic responses, as well as for long-term efforts to address historical disparities and inequities faced by students of color and women in higher education.” “On one edge, the COVID-19 pandemic caused new hardships that can exacerbate inequities that existed prior to the pandemic; on the other edge, the pandemic hampered the progress of students who are currently or will eventually be working on the front lines of this pandemic or other future crises.” “Effective university responses can also act as a double-edged sword: they can work to dismantle current inequities across diverse groups of students, while promoting the mental health and well-being of future front-line professionals.” [Section 8] “The pandemic has put the mental health and well-being of many university students at risk, particularly those with fewer resources and support structures who may experience increased hardships during the pandemic (Lederer and others, [212]; Nurunnabi and others, [230]; Son and others, [231]).” “Much of the early research—across a wide variety of geographies and fields of study—has focused on mental health associations with COVID-19, finding broadly that the pandemic increased anxiety and depression among university students (Aqeel and others, [232]; Cao and others, [223]; Odriozola-González and others, [233]; Qiu and others, [220]).” “While this early research has identified some important protective factors for university students, such as having income stability and living with one’s parents (Cao and others, [223]), research has yet to rigorously explore the types of hardships that are associated with university students’ mental health.” “Research that considers intersectionality will allow for a more nuanced understanding of mental health during the pandemic, as well as a more comprehensive response from universities seeking to best support all students.”

Social Workers’ Roles in Supporting the Sexual and Relational Health of Children with Disabilities [259] This is a machine-generated summary of: Rueda, Heidi Adams; J. Bolin, Sharon; Linton, Kristen F.; Williams, Lela Rankin; Pesta, Eva: Social Workers’ Roles in Supporting the Sexual and Relational Health of Children with Disabilities [259] Published in: Child and Adolescent Social Work Journal (2016) Link to original: https://doi.org/10.1007/s10560-016-0469-x. Copyright of the summarized publication:

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Springer Science +Business Media New York 2016 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “The purpose of this study was to understand social workers’ roles in meeting the sexual and relational health needs of children (aged 3–11) with disabilities.” “A phenomenological lens privileged the perspectives of social workers in their definitions of disability and sought to convey the meaning they assigned to their experiences of working with children in practice concerning matters related to sexual and relational health.” “Social workers enacted a broad definition of disability and often came to work with youth in contexts labeled as sexually problematic.” “It is important that social workers be proactive advocates for the full inclusion of people with disabilities as equal sexual citizens.” Introduction “There is a growing recognition of the need to address the sexuality of children and of people with disabilities from a lifespan perspective, with a broader definition that includes sexuality as integral to humanity, and includes concepts such as selfesteem, socialization, physical maturation, privacy and safety, and the need for intimacy and life-long relationships (Murphy & Elias, [234]; Parchomiuk, [235]; Taylor Gomez, [236]).” “Social workers’ roles in supporting the developing sexual and relational health of children with disabilities (CWD) are understudied (Rueda, Linton, & Williams, [237]); however, social workers and other professionals, including educators and health care providers caring for people with disabilities, are uniquely positioned to offer support and education to this population (Parchomiuk, [235]; Rueda and others, [237]), including through their caregivers (Ballan, [238]; Holmes & Himle, [239]).” “A study of school social workers’ perspectives concerning their work with adolescents with disabilities found that they held important roles in helping them make decisions concerning contraceptive use, pregnancy, navigating sexual peer pressures, and teaching socioemotional skills, including those pertaining to communication, self-esteem, and handling impulsivity (Linton & Rueda, [240]).” “The nature and variety of sexual and relationship challenges CWD may experience depend in part on the type and severity of disability, including behavioral, developmental, affective, and physical.”

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The Present Study “Practicing social workers that serve CWD are in a unique position to inform our understanding of how we can support this population’s sexual and relational health.” “Our aim was to better understand social workers’ roles in supporting the developing sexuality of CWD, utilizing a broad definition that included attention to self-concept, relationship development, physical maturation, sexual expression, gender identity, intimacy, privacy, and safety.” “We also asked social workers to articulate their definition of disability as well as how they came to serve CWD’ sexual and relational health development, and include these critical contexts as part of the results.” Methods “There were two requirements to participate in the study; first, that the interviewee hold a BSW or MSW degree from an accredited institution and second, that they work with CWD, defined for recruiting purposes as including any type of individual education plan or otherwise defined by them or their institution.” “Social workers were told that the purpose of the study was to elicit their perceptions concerning the relational and sexual health of the CWD they served, including their roles in meeting the needs of CWD in these areas.” “In creating this codebook, the second author and others on this study had been sensitized by the literature and our practice experience to social work roles; however, utilizing a phenomenological study lens, our aim was to stay close to the data in communicating the lived realities of the interviewed social workers including how they adapted existing roles and interventions in their service of CWD.” Results “Social workers discussed ways in which a child’s disability could lead to sexual behavior deemed inappropriate via increased impulsivity, restricted/repetitive interests (e.g., touching others inappropriately, preoccupation with sexual matters), or other sexual behavior problems, “The kids that are masturbating in the hallway, a lot of it is…he’s autistic and he’s self-stimming [stimulating]” (SW 7).” “Those kids did a lot of sexual acting out…mostly because…stuff had been done to them and they mostly had disabilities too. (SW 1) Some social workers contextualized these referrals as related to the development of disability (i.e., mental health diagnoses) and also noted the heightened vulnerability of CWD to experiencing trauma.” “Specific to sexual boundaries, social workers bolstered their direct work with children through educating parents about behaviors related to the disability, “And so kind of help them understand, ‘This is just a way kids are self-soothing’, or ‘They’re trying to interact.’” (SW 1).”

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Discussion “Social workers are uniquely situated to address the multifaceted needs of children with disabilities, although no studies to our knowledge have assessed their roles in serving these youth in the development of their sexual and relational health.” “Our results are promising in that the social workers interviewed as part of this study were enacting various roles to strengthen foundations for healthy sexuality and relationship development among children with disabilities.” “Within the context of this study, social workers enacting the broker role assisted CWD and their parents in accessing and navigating that landscape and strengthened engagement in the specialized receipt and delivery of services related to sexual and relational health.” “We are aware of few interventions that address the sexual education needs of CWD specifically, with the exception of the “Growing Up Aware” program, which teaches parents to be sexual health educators to their child with autism (Ballan, [238]).” Limitations “Although it may be considered a limitation of this study that a broad range of disabilities was included, social workers also identified disability broadly.” “Future research should consider how social workers tailor their services to individuals with various disabilities and take into account severity of disability.” “Of important note, some social workers evidenced hesitancy to participate in the study; although we do not know why social workers that declined did so, some social workers interviewed described that they had not thought of sexuality using the broad definition utilized, and stated that they had experienced initial hesitancy because the study title contained the words children with disabilities and sexuality.” “We may infer that our inclusion of a broad definition of sexuality in the invitation email encouraged some social workers to participate that may not have otherwise (e.g., “Yes…see, now I understand what you’re talking about. Conclusion “When CWD are supported to develop healthy knowledge and views of themselves, and skills to relate well to others, many acquire the competencies to form romantic partnerships in adolescence and adulthood (Ballan, [238]).” “Noted as a challenge, social workers voiced that parents and other caretakers often did not view sexual and romantic relationships as part of CWD’ futures.” “Social workers should embrace relational and sexual competencies as part of their roles in serving those with disabilities, including the development of these competencies in children.”

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218. Simien, E. (2007). Doing intersectionality research: From conceptual issues to practical examples. Politics & Gender, 3(2), 264–271. https://doi.org/10.1017/S1743923X07000086 219. Zolotov, Y., Reznik, A., Bender, S., & Isralowitz, R. (2020). COVID-19 fear, mental health, and substance use among Israeli university students. International Journal of Mental Health and Addiction, 20, 230–236. 220. Qiu, J., Shen, B., Zhao, M., Wang, Z., Xie, B., & Xu, Y. (2020). A nationwide survey of psychological distress among Chinese people in the COVID-19 epidemic: Implications and policy recommendations. General Psychiatry, 33(2), e100213. 221. Keum, B. T., Miller, M. J., & Inkelas, K. K. (2018). Testing the factor structure and measurement invariance of the PHQ-9 across racially diverse US college students. Psychological Assessment, 30(8), 1096. 222. Sriken, J., Johnsen, S. T., Smith, H., Sherman, M. F., & Erford, B. T. (2022). Testing the factorial validity and measurement invariance of college student scores on the generalized anxiety disorder (GAD-7) scale across gender and race. Measurement and Evaluation in Counseling and Development, 55(1), 1–16. 223. Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287, 112934. 224. Wang, X., Hegde, S., Son, C., Keller, B., Smith, A., & Sasangohar, F. (2020a). Investigating mental health of US college students during the COVID-19 pandemic: Cross-sectional survey study. Journal of Medical Internet Research, 22(9), e22817. 225. Wang, Y., Wu, P., Liu, X., Li, S., Zhu, T., & Zhao, N. (2020b). Subjective well-being of Chinese Sina Weibo users in residential lockdown during the Covid-19 pandemic: Machine learning analysis. Journal of Medical Internet Research, 22(12), e24775. 226. Bowen, K. N., & Guo, S. (2012). Structural equation modeling. Oxford University Press. 227. Espenshade, T. J., & Radford, A. W. (2009). No longer separate, not yet equal. Princeton University Press. 228. Jack, A. A. (2019). The privileged poor. Harvard University Press. 229. Coakley, K. E., Lardier, D. T., Holladay, K. R., Amorim, F. T., Mechler, H., & Zuhl, M. N. (2021). Mental health severity is associated with increases in alcohol consumption in young adult students during the COVID-19 pandemic. Alcoholism Treatment Quarterly, 39(3), 328– 341. 230. Nurunnabi, M., Almusharraf, N., & Aldeghaither, D. (2020). Mental health and well-being during the COVID-19 pandemic in higher education: Evidence from G20 countries. Journal of Public Health Research, 9(Suppl 1), 2010. 231. Son, C., Hegde, S., Smith, A., Wang, X., & Sasangohar, F. (2020). Effects of COVID-19 on college students’ mental health in the United States: Interview survey study. Journal of Medical Internet Research, 22(9), e21279. 232. Aqeel, M., Abbas, J., Shuja, K. H., Rehna, T., Ziapour, A., Yousaf, I., & Karamat, T. (2021). The influence of illness perception, anxiety and depression disorders on students mental health during COVID-19 outbreak in Pakistan: a web-based cross-sectional survey. International Journal of Human Rights in Healthcare, 15(1), 17–30. 233. Odriozola-González, P., Planchuelo-Gómez, Á., Irurtia, M. J., & de Luis-García, R. (2020). Psychological effects of the COVID-19 outbreak and lockdown among students and workers of a Spanish university. Psychiatry Research, 290, 113108. 234. Murphy, N. A., Elias, E. R., & Council on Children with Disabilities. (2006). Sexuality of children and adolescents with developmental disabilities. Pediatrics, 118, 398–403. 235. Parchomiuk, M. (2012). Specialists and sexuality of individuals with disability. Sexuality and Disability, 30, 407–419. 236. Taylor Gomez, M. (2012). The S words: Sexuality, sensuality, sexual expression and people with intellectual disability. Sexuality and Disability, 30, 237–245. 237. Rueda, H. A., Linton, K. F., & Williams, L. R. (2014). School social workers’ needs in supporting adolescents with disabilities towards dating and sexual health: A qualitative study. Children & Schools, 36, 79–90.

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238. Ballan, M. S. (2012). Parental perspectives of communication about sexuality in families of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42, 676–684. 239. Holmes, L. G., & Himle, M. B. (2014). Brief report: Parent–child sexuality communication and autism spectrum disorders. Journal of Autism and Developmental Disorders, 44, 2964– 2970. 240. Linton, K. F., & Rueda, H. A. (2014). Experiences with pregnancy of adolescents with disabilities from the perspectives of the school social workers that serve them. Health and Social Work, 39, 92–100. 241. Crisp, Catherine; McCave, Emily L. Gay Affirmative Practice: A Model for Social Work Practice with Gay, Lesbian, and Bisexual Youth. Child and Adolescent Social Work Journal (2007). https://doi.org/10.1007/s10560-007-0091-z 242. Howard, Stephenie The Black Perspective in Clinical Social Work. Clinical Social Work Journal (2018). https://doi.org/10.1007/s10615-018-0663-8 243. Collins, Katheryn S. Using a Biopsychosocial Paradigm in Social Work Practice with Children who have Tourette Syndrome. Child and Adolescent Social Work Journal (2005). https:// doi.org/10.1007/s10560-005-0024-7 244. Salloum, Alison; Sulkowski, Michael L.; Sirrine, Erica; Storch, Eric A. Overcoming Barriers to Using Empirically Supported Therapies to Treat Childhood Anxiety Disorders in Social Work Practice. Child and Adolescent Social Work Journal (2009). https://doi.org/10.1007/s10 560-009-0173-1 245. Munson, Michelle R.; Lox, Jeffrey A. Clinical Social Work Practice with Former System Youth with Mental Health Needs: Perspective of Those in Need. Clinical Social Work Journal (2012). https://doi.org/10.1007/s10615-012-0381-6 246. Walsh, Julie; Khoo, Evelyn; Nygren, Karina ‘Everyday Bordering’ in England, Sweden and Bulgaria: Social Work Decision-Making Processes When Working with Migrant Family Members. Journal of International Migration and Integration (2021). https://doi.org/10.1007/ s12134-021-00838-w 247. Ross, Brendan; Rotabi, Karen Smith; Maksud, Nankali From the Evidence of Violence Against Children to a Prevention-Oriented Response in Malawi: Planning for Social Services with a Public Health Model for Social Work Engagement. Global Social Welfare (2015). https://doi.org/10.1007/s40609-015-0036-y 248. Austin, Ashley Transgender and Gender Diverse Children: Considerations for Affirmative Social Work Practice. Child and Adolescent Social Work Journal (2017). https://doi.org/10. 1007/s10560-017-0507-3 249. Ius, Marco Sociodrama as a “potential stage” for creating participative and transformative research on social work with families living in vulnerable situations. Zeitschrift für Psychodrama und Soziometrie (2020). https://doi.org/10.1007/s11620-020-00563-z 250. de Jong, Dirk “He Wears Pink Leggings Almost Every Day, and a Pink Sweatshirt….” How School Social Workers Understand and Respond to Gender Variance. Child and Adolescent Social Work Journal (2014). https://doi.org/10.1007/s10560-014-0355-3 251. Redcay, Alex; Luquet, Wade Transgender Family Policy and the Social Work Response. Journal of Human Rights and Social Work (2023). https://doi.org/10.1007/s41134-022-002 35-y 252. Smith-Hill, Rebecca B.; Walters, Charles B.; Stinnett, Chelsea VanHorn; Plotner, Anthony J. Social Work as Social Justice: Supporting the Autonomy of Students with Disabilities Through Alternatives to Guardianship. Child and Adolescent Social Work Journal (2022). https://doi.org/10.1007/s10560-022-00895-9 253. Rezaul Islam, M. Population Shifting and Risks of Street Children in Asia: Possible Social Work Interventions. Global Social Welfare (2017). https://doi.org/10.1007/s40609017-0084-6 254. Hong, Shanshan; Hussain, Rosila Bee Mohd; Wong, Danny Tze Ken Social Work Organizations’ Role in the Social Capital Building in China: A Case Study Among Rural Migrant

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Social Work and Social Policy

Introduction by the Editor Introduction Social work, as a human service profession, plays an important role in policy practice, policy advocacy and policy making. Professionally trained social workers are expected to impact social policies that enable the empowerment of marginalized groups of people in their respective societies. Polices related to elderly people, children, women, transgender and other gender minority groups, poor and destitute people, and children and women in conflict with law are part of positive discrimination by the state to provide welfare access to these marginalized sections of society. The state creates opportunities and enacts appropriate laws and policies for the benefit of these marginalized groups and thereby aims to create a just and equal society. Professionally trained social workers implement various welfare provisions introduced by the state and influence the welfare policies initiated by the state at various levels. Since its beginning, the social work profession has influenced policy planning and policy implementation. The commitment of professionals to ensuring a just, equal and fair society leads to policy engagement and policy advocacy at different levels. Social workers in local and global contexts advocate for people-friendly welfare policies that are favourable for the sustainable growth of all communities irrespective of their ability to earn and maintain wealth. The social work profession across the globe is committed to influencing social policy (Weiss-Gal et al., 2017) to establish a just equal and sustainable society. The core principle of practice ascertains social workers for policy practice and advocacy while ensuring the wellbeing and welfare of the most vulnerable groups in society. Furthermore, policy practice has been incorporated as an essential component of social work learning by national and international social work accrediting organizations (Australian Association of Social Work [AASW], 2020; British Association of Social Workers, 2018; Council on Social Work Education [CSWE], 2022; Weiss-Gal & © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025 R. Baikady (ed.), Global Social Work: Human Rights, Advocacy, and Sustainability, https://doi.org/10.1007/978-981-96-1832-3_2

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Peled, 2009). To develop the capabilities and competences of social work graduates in relation to influencing social policy and affecting welfare provisions, social work educational institutions have incorporated social policy as an integral part of curriculum and pedagogy (Weiss et al., 2006; Weiss-Gal, 2016). In social policy classes, graduates are taught about the knowledge, skills and qualities required for a social worker to practice social policy and social welfare. Furthermore, the literature has documented students’ motivation, self-efficacy and self-confidence (Weiss et al., 2006, pp. 793–795) in policy practice. Social Workers Affecting Social Policy The engagement of social workers in policy practice and policy advocacy has become a growing concern in recent years in the discipline of social work. Social workers practicing social policy and social welfare settings are expected to address the disparities and inequalities contributed by profit-oriented economic policies. In the contemporary world, state and state machineries are withdrawing from most of their welfare responsibilities, and the private sector is undertaking most of the economic production process. As a result, a welfare cut is leaving behind the marginalized and vulnerable population groups in the development process. Social work practices in this context are important for ensuring welfare program delivery and the development of marginalized, poor and other weaker sections of society. However, since the beginning of social work education and practice in several countries, social work education and practice seem to be largely centred on individual practices such as case work and individual interventions rather than community-oriented macrolevel interventions. As a result, social workers’ involvement in policy practice is very limited, and social policy as a subject is not being effectively taught in several schools of social work across the globe. However, in globalized work, social work education is changing rapidly, and as a result, innovations in curriculum, pedagogy, research and practicums are being introduced at the global level through the initiatives of global social work associations such as the International Association of Schools of Social Work (IASSW) and the International Federation of Social Workers (IFSW). The evidence-based literature in this chapter provides an in-depth understanding of various aspects related to policy practices, social policy, and policies related to different population groups, including minority groups and marginalized sections. This chapter will be of interest and useful for social work educators, practitioners, students, researchers, scholars and anyone interested in understanding how social workers can bring change in an unequal and uncertain world. The evidencebased studies described in this chapter not only outline the topic of social policy and social work practice but also provide various interrelated and interdisciplinary understandings of the social, economic and political aspects related to policy formulation and implementation. In addition, the chapter is also a good read for practitioners aiming to understand the ground realities in social work and policy practice in a global context.

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References

Weiss-Gal, I., Gal, J., & Schwartz-Tayri, T. M. (2017). Teacher, researcher and … policy actor? Social work academics’ involvement in social policy. Social Policy & Administration, 51(5), 776–795. Australian Association of Social Work. (2020). Australian social work education and accreditation standards. The British Association of Social Workers. (2018). Professional capabilities framework: Newly qualified social worker. https://www.basw.co.uk/system/files/ resources/pcf-asye.pdf Council on Social Work Education. (2022). Educational policy and accreditation standards for baccalaureate and master’s social work programs. Weiss-Gal, I., & Peled, E. (2009). Publishing voice: Training social workers in policy practice. British Journal of Social Work, 39(2), 368–382. Weiss, I., Gal, J., & Katan, J. (2006). Social policy for social work: A teaching agenda. British Journal of Social Work, 36(5), 789–806. Weiss-Gal, I. (2016). Policy practice in social work education: A literature review. International Journal of Social Welfare, 25(3), 290–303. Machine generated summaries Disclaimer: The summaries in this chapter were generated from Springer Nature publications using extractive AI auto-summarization: An extraction-based summarizer aims to identify the most important sentences of a text using an algorithm and uses those original sentences to create the auto-summary (unlike generative AI). As the constituted sentences are machine selected, they may not fully reflect the body of the work, so we strongly advise that the original content is read and cited. The auto generated summaries were curated by the editor to meet Springer Nature publication standards. To cite this content, please refer to the original papers. Machine generated keywords: social policy, policy, military, policy practice, transgender, orientation, gay, young, student, political, feeling, family, engagement, course, ethnic. Romantic Social Work [111] This is a machine-generated summary of: Epstein, William M.: Romantic Social Work [111] Published in: Society (2012) Link to original: https://doi.org/10.1007/s12115-012-9597-x Copyright of the summarized publication: Springer Science + Business Media New York 2012 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from.

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Abstract-Summary “Social work practice persists by virtue of a crucial alternative function: it is one of the culture’s practices of romanticism, glorifying national values in its insistence on individual initiative and responsibility through its services and providing easy status positions for America’s mediocracy.” Romanticism and Social Services “Social policy romanticism is tenaciously attached to distorted notions of reality that reject objective coherence but certify entitlement to its aspirations on romantic grounds: heroic individualism, gnomic knowing and a sense of personal and national chosenness.” “American romanticism is constructed from widely shared institutionalized preferences—heroic individualism, gnomic knowing, and a sense of chosenness— that may even define American society by their enduring influence over social decision-making.” “The romantic imagination, grounded in emotion and the supremacy of the human will holds that social problems emerge from individual lapses of character rather than from imperfections of social institutions.” “Emerson and his fellow Transcendentalists did not invent American romanticism (indeed, they seemed to have borrowed much from the contemporary continental philosophies, notably those of Hegel and Fichte); rather they were philosophic folklorists who gave literary coherence to the prevalent social mood and in their nationalism lent legitimacy to its sense of divine purpose, its chosenness.” Romantic Social Work “Social work accepts romantic policy choices in its preference for psychotherapeutic interventions of one sort or another, an appetite for postmodern research, and an abiding faith that good intentions, personal experience of suffering, and epiphanies of truth are adequate pillars of practice.” “Romantic social work practice is not simply an evanescent frisson of emotion, an overpouring of mood and sensibility, a safari into the beckoning unknown although it is often this too.” “Social work practice persists by virtue of a crucial alternative function: it is one of the culture’s practices of romanticism, glorifying national values in its insistence on individual initiative and responsibility through its services and providing easy status positions for America’s mediocracy.” “Rather, social work performs civic sacraments—baptisms of the heroic individual will—in affirming the romantic ideals that are cherished pillars of America’s political and social choices.” Clairvoyant Social Work “Schuerman and others [1], a case in point, is perhaps social work’s best attempt at the scientific evaluation of a social service but it still failed as credible

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research by a wide margin: imperfect randomization, unreliable instruments, faulty measurement, and so forth.” “To an inadequate evaluation of an important social work program, Schuerman and others failed as a decisive test of social work theory and practice.” “Social work practice dogmatically accepts findings that have defied scientific canons; evidence of effectiveness is routinely drawn from porous research that channels practitioner epiphanies.” “The romantic practices of social work research are not simply reluctant recourses to failed science but in fact serve as censors that banish the publication of disconfirming findings and incompatible opinion (Stoesz [2]).” “Social work practice presents threats to validity, not least through the expectancy biases of practitioners who conduct research and of their beholden patients that necessitate rigorous designs.” Psychological Millenarianism “Wakefield [3] argued that in fulfilling the dictates of John Rawls theory of justice, social work’s clinical role entailed the redistribution of psychological goods, such as self-respect, self-esteem, self-confidence, self-knowledge and a variety of techniques to satisfy “developmental needs” as though psychological goods were concrete and amenable to division in the manner of social goods such as money.” “The clinical role, distinct from its philosophic justification, is predicated on at least two assumptions: first that social work practice is capable of redistributing psychological goods and second, that there was an instrumental value in possessing them (i.e., to reduce social problems).” “Rather than a tight clinical argument about the etiology of psychological problems and their successful treatment, Wakefield, typical of clinical social work, assumes effectiveness in what is essentially an ideological argument to sustain the viability of psychological millenarianism for the field—human perfectibility through the clinical practice of assisted self-help.” Justice, Diversity and Affirmative Action “Social work’s crusades for justice and diversity through affirmative action have impeded its pursuit of effective social services.” “Social work’s sermonizing about the desirability of affirmative action and its implementation within the organizational structure and prevailing sensibilities of the field may have undercut its contributions to greater equality through the provision of effective social services.” “Stoesz and others [4] document social work’s sacrifice of service to its tribal loyalties—the pervasive refusal to impose scholarly standards on its intellectual activities and its delight in diversity and affirmative action.” “Affirmative action in pursuit of diversity undercuts achievement as the measure of merit, again documented in social work by Stoesz and others [4].” “Social work is complicit in the capitulation of affirmative action to the nation’s romantic minimalism and thus in the perpetuation of ineffective social welfare.”

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Advocacy, Community Practice and Social Capital “The social work romance with justice is caught up in notions of advocacy played out at their grandest through community organization.” “Community organization in social work is a professional process for resolving the problems of a community of need.” “Neither community organization nor social work’s professional advocacy have been effective.” “Without a production function in actually resolving social problems, community organization becomes a ritual of America’s romantic communal values: self-help, voluntarism, consensus building, and even small town and neighborhood virtue Social capital (Putnam [5]) dominates contemporary community organization practice in social work and more generally it has become an abiding strategy to resolve social problems.” “Communities of failed individual wills bear the responsibility to resolve their own problems through self-help efforts based on voluntarism, good will and consensus building, that is, by building social capital.” Spirituality and Ideological Infusion “As the field becomes hospitable to the church, the churchly, and the ethereal, social work’s intellectual life increasingly accepts pietistic approaches to practice, not only in efforts to send the holy spirit to those in need of epiphanies of selfhealing but more tragically in equating a diversity of ways of knowing.” “Without the bulwark of reliable knowledge, social work becomes a sublime vehicle of the nation’s enduring romantic ideals of personal charity and self-help in its claim to serve the whole individual, body and soul.” “These concessions of practice mirror the increasingly pietistic preferences of the nation, recognized, in the Office of Faith-based and Community Initiatives, begun under a conservative administration and enhanced under a progressive one, and the ascendance of social, religious and market conservativism.” “The nation’s religiosity mentors romantic social work (Sherr [6]) as one example of the religious in social work.” Intellect Sacrificed “The discipline of social services has abandoned effectiveness as its defining professional challenge in favor of the political comforts of policy romanticism.” “Social work has no special claim on virtue except as it is able to advance on and realize effective social services.” “It has done neither, failing to provide rational evidence of effectiveness or to nurture a respectable intellectual life in pursuit of effective social services.” “The field’s near mystical faith in the correctness of its interventions is sustained by American society for its ceremonial value but not because it inspires effective social service programs.” “This may be impossible: social work may not tolerate or nurture the canons of science, it may not open its services to investigation and analysis and the nation

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may not allocate the necessary resources, indeed the national consensus may be quite content with things as they are.” [Section 9] ““Sooner or later every romanticism demands…the sacrifice of the intellect.” (Baeck [7], 207) The apparent mission of social work and thus social work’s intellectual life rests with effective social services.” “It is certainly true that the interventions and practice skills of social work at any level do not seem to be very effective. …”. “Social work’s challenge was to develop a vibrant intellectual life and largely through science by way of creating specialized information in the pursuit of effective social services.” “Social work’s intellectual pitfalls begin with its failure to define the contingencies of a social work fact, a science of social work or to demonstrate an ability to fashion effective services with information from other fields.” “There is hardly any scientifically credible evidence that social work interventions have been effective with any group of recipients under any conditions of practice.”

Problem-Based Learning in Social Policy Class: A Semester-Long Project Within Organizational Policy Practice [112] This is a machine-generated summary of: Street, Lisa A.; Martin, P. H.; White, A. Renee; Stevens, Amy E.: ProblemBased Learning in Social Policy Class: a Semester-Long Project Within Organizational Policy Practice [112] Published in: Journal of Policy Practice and Research (2022) Link to original: https://doi.org/10.1007/s42972-022-00047-4 Copyright of the summarized publication: The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Social work educators are challenged to engage students in social policy classes and inspire their interest in policy practice.” “This exploratory qualitative study reviews an undergraduate policy course designed as a semester-long, problem-based learning project to effect organizational policy change within students’ own campus community.”

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“The study is based on a series of student focus groups and analysis of students’ written assignments in a junior-level social policy class.” “Social work educators may increase students’ interest in policy practice by utilizing innovative, experiential teaching methods focused on skill development to build competence and confidence.” “Findings may encourage educators to apply more experiential and problembased learning in policy classes to increase student engagement, skill development, and interest in future policy practice.” Policy Practice in Social Work “It is “using social work skills to propose and change policies in order to achieve the goal of social and economic justice” (Cummins and others, [8, p. 2]).” “The importance of policy practice is reflected in its incorporation into social work education’s learning competencies (Council on Social Work Education [CSWE], [9]) and the professional Codes of Ethics (NASW, [10]).” “Among social work students and practitioners, interest in policy practice falls below that of direct practice (Hill and others, [11]; Reisch, [12]; Rothman, [13]).” “While political advocacy is necessary for wide-ranging social change and justice, policy practice is broad and involves more than political activism or interventions targeting state/federal legislative and executive branches of government.” “Policy educators must help students recognize the wide range of policy practice opportunities such as task forces and coalitions within agencies, organizations, and local communities (Meade, [14]; Pawar, [15]).” Policy Pedagogy in Social Work Education “With the recognition of policy as a practice area, teaching methods began to change by expanding social policy from a history- and theory-based class to incorporating skill development and experiential learning activities (Ritter, [16]).” “There are several teaching examples incorporating experiential learning in social policy classes.” “In policy class with an experiential focus, students appreciated exposure to real-world social work practice conditions (Bernklau Halvor, [17]) and found greater enjoyment in the learning activities (Coleman and others, [18]).” “Students in experiential courses subsequently expressed greater interest in policy topics (Bernklau Halvor, [17]; Nowakowski-Sims & Kumar, [19]), felt more competent in their policy skills (Bernklau Halvor, [17]; Mink & Twill, [20]; Nowakowski-Sims & Kumar, [19]), and felt greater confidence in their preparedness for future practice (Beimers, [21]; Henman, [22]; Mink & Twill, [20]; Sherraden and others, [23]; Westhues and others, [24]; Witt and others, [25]).” “Another important learning gain is an increase in students’ efficacy and agency in their future policy endeavors (Bernklau Halvor, [17]; Nowakowski-Sims & Kumar, [19]; Weiss-Gal & Savaya, [26]), indicating a decrease in policy practice’s intimidation factor.” “Experiential learning in social work policy classes has positive outcomes.”

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Problem-Based Learning “Experiential learning covers a gamut of educational activities, all of which actively engage students in knowledge and skill development via real or simulated direct experiences (Nilson, [27]).” “A form of experiential, problem-based learning (PBL) involves students in the process of problem solving “with real-world, human-situational, open-ended, highuncertainty, and risky challenges with multiple respectable solutions” (Nilson, [27, p. 205]).” “There are five overarching goals of PBL: (a) expanding a flexible knowledge base; (b) developing problem-solving skills; (c) promoting lifelong, self-directed learning skills; (d) nurturing collaboration skills; and (e) fostering personal and intrinsic motivation for learning (Hmelo-Silver, [28]).” “There are several examples of experiential learning applied to political and legislative advocacy, but less discussion of using PBL to teach organizational policy advocacy skills.” Course Design “This class is the second in a series of two policy courses taken during the junior year of BSW study.” “The overarching course assignment was a student-led grassroots change effort for policy revision, development, or enforcement in their campus community.” “The class divided into three working groups addressing university policies governing (a) off-campus living, (b) campus-based mental healthcare services, and (c) anti-bullying protections on campus.” “In-class exercises guided the problem-solving process and reflected tasks required of real-world, grassroots coalitions working for social and policy change.” “Example activities included forming team charters, conducting stakeholder analyses and needs assessments, strategic planning, organizing interventions (e.g., petitions, community presentations, fact sheets, and policy briefs), and evaluating group process.” Research Questions “Using problem-based learning as a theoretical framework, the research questions are as follows: 1.” “How do students experience problem-based learning in a semester-long group project in policy practice?” “What are students’ key lessons in policy practice from a problem-based group project? “What are the benefits and challenges for students in a semester-long, problembased group project in policy practice?” Method “With prior institutional review board approval, researchers conducted three student focus groups (n = 13, 12, and 9, respectively) as the class progressed over one academic semester.”

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“Three class assignments were collected for analysis: (a) a pre-flection essay in which students participated in a self-assessment of leadership styles and reflected on their results, (b) a second pre-flection essay in which students participated in a self-assessment of their attitudes toward teaming and group work, and (c) a final essay in which students reflected on their entire learning experience.” “Two members of the team convened the focus groups with one serving as moderator and the other as assistant moderator who recorded detailed field notes.” “Focus group analysis is the process of identifying themes; the researchers employed a constant comparative analytic framework (Krueger & Casey, [29]).” “For the written data, including student assignments and course evaluations, the team applied the same method of constant comparative analysis.” Findings “Student responses in focus group discussions, reflection assignments, and end-ofcourse evaluations emphasized three themes important to social policy educators: (a) lessons in leadership and teaming, (b) increased knowledge and skill development in policy practice, and (c) benefits and challenges of using PBL.” “Through the PBL process, students learned that leadership is engaging others, guiding a team, and “bringing the mission forward.”” “The assessment process broadened students’ understanding of the depth and scope of policy issues. “[Prior to the project], I only knew about the interventions and advocacy that you can see, but assessment was important for [policy] interventions to work.”” “The student continued, “Having a group to complete these assignments were [sic] extremely helpful, but even when the assignments were delegated out, the work load was often overwhelming.”” Discussion “There are several important findings from this semester-long, problem-based learning project in social policy: First, students experienced leadership and teaming in new and profound ways.” “In other PBL studies, social work students demonstrated gains in leadership measured by personal inventories, but specific leadership themes are not explored (Westhues and others, [24]).” “In Coleman and others [18], students identified the need for more initial teambuilding to improve group dynamics in their PBL projects.” “Students developed reasoning and problem-solving skills directly applicable to their future careers and gained confidence as they responded successfully to real-world conditions and overcame challenges in their projects.” “Students identified overarching learning benefits from their PBL projects: (a) application to real-world policy practice, (b) professional preparation, and (c) student investment.” “Heightened demands of PBL still seem a worthy trade-off as students prepare themselves for future social work careers.”

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Limitations of the Study “Data collection has been limited to one semester with one cohort of students; there is no comparison group or data about students’ policy participation after the class.” “To establish trustworthiness through triangulation, data was collected from multiple sources across time and analyzed by multiple team members.” “Further study on this topic could evaluate students’ policy participation later in time in their personal lives, at field practicum, or post-graduation.” Conclusion “The primary learning objective for this redesigned course was to develop students’ skills in policy practice using a problem-based format.” “PBL is an apt instructional method to involve students in dynamic learning activities to help policy and advocacy become alive and real.” “Experiential learning helps policy practice become more interesting, applicable, and achievable.” [Section 11] “Among social work students and practitioners, social policy seems the most intimidating and unpopular practice area.” “With social work’s ethical commitments to social justice and the broader society (National Association of Social Workers [NASW], [10]), this is a perplexing dynamic since a primary means for advancing social change is through policy.” “Social work educators may increase students’ interest in policy by utilizing innovative teaching methods focused on skill development to build competence and confidence.”

Retiring in the Informal Economy: Implications for Social Policy Intervention for Ageing Workers in Ghana [113] This is a machine-generated summary of: Oteng, Samuel A.; Manful, Esmeranda; Akuoko, Kofi Osei: Retiring in the Informal Economy: Implications for Social Policy Intervention for Ageing Workers in Ghana [113] Published in: Ageing International (2021) Link to original: https://doi.org/10.1007/s12126-021-09434-w Copyright of the summarized publication: The Author(s), under exclusive licence to Springer Science + Business Media, LLC, part of Springer Nature 2021 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from.

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Abstract-Summary “Ghana’s economy is predominantly informal with about 80% of workers in small enterprises run and managed by family members with no fixed retirement procedures.” “The purpose of this study is to provide empirical evidence on what is likely to inform the decision to retire for the over 50s in Ghana’s informal economy.” “Using an exploratory sequential method, to examine the understanding and preferred type of retirement, family business owners aged 50 years and above participated in a study, (n = 35 qualitative; n = 383 quantitative), conducted in Kumasi, Ghana’s second largest city.” “Recommendations included tailored retirement planning education by both Social Workers and insurance providers, and a more flexible phased pension plan for those in the informal economy to ensure the wellbeing of aging self-employed who have poor health and are financially insecure.” Introduction “Empirical studies on business owners in the informal economy would provide evidence on their understanding of the concept of retirement.” “This has crucial implications for social policy planning since limited in-depth data may lead to inadequate policy programmes to protect family business owners in the informal economy.” “In Ghana, aging informal workers are a social group with little social policy attention and with limited information on their retirement behaviour.” “This paper presents part findings of a larger study which employed a mixed method, specifically an exploratory sequential method, to investigate how family business owners in the Central Business District of Kumasi, one of Ghana’s largest wholesale and retail hub, construct retirement and identify their preferred retirement type by asking questions focusing on their perception of retirement.” “The main purpose of this study is to provide empirical evidence on what is likely to inform the decision to retire for the over 50s in the informal economy.” ‘Retirement’ a Multifaceted Concept “Contrary to retirement as decision making, retirement is also perceived as an adjustment process in life (Yeung, [30]).” “Retirement within the scope of this conceptualization is progressive which provides a more accurate picture of the retirement process and outcomes (Wang & Shi, [31]).” “This longitudinal developmental process makes retirement an utopian concept given that researchers relying on this conceptual framework might find the whole process of investigation cumbersome.” “Grounded on the protean career model, the concept of retirement has currently been re-conceptualized as a late career development stage (Wang and others, [32]).”

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“Retirement as late career development stage could also denote bridge employment and self-employment of older workers (Szinovacz and others, [33]; Zhan & Wang, [34]).” “To retirement as career development stage, retirement is also perceived as a multi-level phenomenon (Szinovacz, [35]).” “It is important to emphasize that the conceptualization of retirement is different within the scope of diverse political, social, cultural and economic context.” Determinants of Retirement Decisions “These are similar to determinants of retirement decisions.” “Further, Wang and Shi [31] noted that the decision to retire is a complex mental development that transpires over a specific period of time depending on the circumstances of each individual.” “The mental and physical health conditions of older workers can considerably impact work and retirement decisions.” “The family is a significant life domain that could influence retirement decisions (Szinovacz, [35]).” “Working status of a spouse, spousal support, marital and dependent care status have been shown to be related to retirement decisions (Atalay & Barrett, [36]; Damman and others, [37]; Doorley & Stancanelli, [38]).” “Further, financial status significantly predicts retirement decisions (Lytle and others, [39]).” “Wood and others [40] emphasized that the financial status of the family head is indispensable for retirement planning decision.” “Macro-level environmental factors have also been examined in the retirement decision-making literature.” Study Methods “In the qualitative study, purposive sampling technique was employed for the selection of the respondents for the study.” “Both eligibility and non-eligibility criteria were outlined in the sample selection for both qualitative and quantitative studies.” “In this study, participants who were business owners but were not actively involved in the business were excluded from the study.” “For the quantitative study, both simple random and purposive sampling techniques were employed.” “Simple random sampling was used to select the number of family businesses in the study area and purposive sampling technique was employed to select family business owners aged 50 years and above at the time of the study.” “The findings that emerged from the qualitative data informed the questions in the quantitative study.” “For the quantitative data, 383 respondents were selected based on the population of registered family businesses obtained from the Registrar General’s Department in Kumasi.”

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Study Results “Majority of the research participants argued that they were not likely to retire completely from their business.” “In Africa, I must say, there is nothing like complete retirement especially for family businesses like ours”. (Francis, [52]) Aside supervisory and advisory role, other research participants were willing to retire from their business by reducing the number of work hours they spent in doing business. “” “This is due to the fact those with many children may have more social support from their children even in their old age which consequently informs their decision to retire completely juxtaposed to business owners who have fewer children.” “The chances to retire partially increased for family business owners who were unmarried than those who were married in the study.” “Family business owners who had more than 30 years of business experience had a higher chance to retire partially (p = 0.000*; p = 0.004*).” Discussion “Findings of the study demonstrate that the meaning of retirement for family business owners is contingent on health status and not age as it is in the Ghanaian formal sector for instance.” “To few studies in literature (Wang & Shutz, [41]; Lytle and others, [39]) which supports multiple levels (individual, job and society) of predictors in retirement decision, this study highlights multiple level factors in examining the retirement decision making process of business owners.” “Regardless of this social expectation, the findings of the study suggested a trend where female business owners have the same thought and feelings about retirement as men.” “This suggests that financial resource was an important driving force in business owners’ retirement decision.” “The study supports that factors such as gender, family related and work-related factors rather than age predict the probability of family business owners retiring partially from the business.” Conclusions and Policy Implication “The need to consider more effective social interventions to ensure quality of life for the elderly in this sector.” “The study concludes that irrespective of the varied perceptions, retirement largely meant a gradual withdrawal from economic activities and for self-employed workers a flexible partial retirement will be their preferred type.” “There is a need to develop social interventions for the most vulnerable elderly in this sector who have poor health and are financially insecure.”

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“Programmes such as more flexible pension plans with an option to allow individuals to indicate their preferred retirement age, monthly health screening at the Central Business District and tailored retirement planning education for the over 50s will aid the elderly prepare better for their retirement and give them an assurance of good quality of life when unable to engage in active economic activities.”

Changing Social Policy and the Transgender United States Soldier [114] This is a machine-generated summary of: Redcay, Alex; Luquet, Wade; Hagan, Randy: Changing Social Policy and the Transgender United States Soldier [114] Published in: Journal of Human Rights and Social Work (2020) Link to original: https://doi.org/10.1007/s41134-020-00129-x Copyright of the summarized publication: Springer Nature Switzerland AG 2020 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “While eighteen nations have policies that support military personnel who are transgender, such individuals have only been openly allowed to serve in the USA since 2016.” “Recent executive memorandums from the current US presidential administration are attempting to reshape the policy and have threatened the transgender soldier from serving in spite of research supporting their service and their contribution to military readiness.” “This paper covers the history of transgender military service including recent research and case law that has shaped policy.” A Brief History of Do Not Ask, Do Not Tell “The Obama administration repealed “Don’t Ask, Don’t Tell” and allowed people who identify as LGB to openly serve in the military (H.R.2965 - Don’t Ask Don’t Tell Repeal Act of 42).” “Under the early Obama administration, transgender individuals could serve, but many felt they could only do so in secret, as being open could mean a military discharge and potential loss of benefits (Dietert and Dentice [43]).” “With “Don’t Ask, Don’t Tell” rescinded, it seemed as though the LGBT community would be given the right to serve openly in the military, but this change in military policy did not apply to transgender persons.”

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“This standard created anxiety and fear for many transgender individuals who already serve, or would like to serve (Dietert and Dentice [43]).” Civil Rights Progress for LGBT Service Members “Hopeful that progress was being made, Tamara Lusardi, a transgender woman, filed an appeal with the US Equal Employment Opportunity Commission (EEOC) against the Department of the Army in 2013 (Lusardi v. McHugh [44]).” “Determining that Lusardi’s treatment constituted unlawful discrimination under Title VII of the Civil Rights Act of 1964, the EEOC subsequently reversed the Army’s decision indicating that ignoring a transgender person request to be treated as the gender that matches their gender identity constitutes discrimination based on sex (Transgender Law Center [45, 46]).” “The EEOC ordered the Department of the Army to grant Lusardi equal and full access to female bathrooms, to cease and desist from all discriminatory and harassing conduct, pay her $250,000 in compensatory damages, provide EEOC training to all civilian personnel and contractors working at the agency, provide in-person EEOC training to all management officials, and consider appropriate disciplinary action against the supervisors who harassed her.” Pentagon Announces Plan to Lift Ban on Open Serve “In 2015, then Secretary of Defense, Ashton Carter, announced the Pentagon was moving decisively forward with lifting the ban for transgender personnel, and, in June of 2016, authorized the Pentagon to lift its ban on transgender men and women serving openly, determining that the cost of providing transitionrelated care is exceedingly small relative to US Armed Forces overall healthcare expenditures; that there are no readiness implications that prevent transgender members from serving openly; and that numerous foreign militaries have successfully permitted transgender military members to serve openly without any negative repercussions on effectiveness, readiness, or unit cohesion (Lambda Legal [47–49]).” “Defense Secretary Carter in authorizing the Pentagon to end the ban on transgender service members serving openly based his decision on the May 2016 RAND Corporation report, Assessing the Implications of Allowing Transgender Personnel to Serve Openly; RAND recommended how the Department of Defense (DoD) could update policies regarding accession, retention, separation, and deployment to better accommodate transgender military personnel (RAND 50; Schaefer and others [51]).” Legal Petition to Amend/Repeal Transition-Related Surgery Rule “In 2016, the Transgender Law Center (TLC) and Lambda Legal, non-profit organizations that work for LGBT equality, petitioned the US Department of Veterans Affairs (VA) to amend or repeal the rule that categorically excludes transition-related surgery for transgender veterans.” “The 2016 TLC and Lambda Legal petition to amend or repeal the rule was denied, and subsequently, in January 2017, the two organizations appealed that

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denial in the US Court of Appeals for the Federal Circuit, filing Fulcher v. Secretary of Veterans’ Affairs, and challenging the US Department of Veterans Affairs’ refusal to reconsider its ban on providing transition-related surgery to transgender veterans (Lambda Legal [47–49]).” “TLC and Lambda Legal petitioned the court to compel the VA to repeal its rule and provide gender affirmation surgery for transgender veterans.” Trump Administration Attack on Transgender Civil Rights “On July 26, President Trump tweeted that the government would no longer accept or allow transgender individuals to serve in any capacity in the military, citing high medical costs and the supposed disruption caused by transgender individuals serving in the military, reasons often cited by critics of transgender military service (Mabeus [52]).” “Prior to President Trump’s tweet, military leaders had completed and were reviewing a strategic plan for the integration of transgender military members.” “This prompted Chairman of the Joint Chiefs of Staff, Gen. Joseph Dunford, to send a message to the other service chiefs stating the military would continue to allow open transgender service and medical treatment until US Secretary of Defense James Mattis issued guidance on how to execute the administration’s directive.” “On August 25, 2017, the White House produced the Presidential Memorandum for the Secretary of Defense and the Secretary of Homeland Security, which stated President Trump’s intent to ban openly transgender individuals from enlisting in the US military.” Legal Response to Trump Administration’s Strike at Transgender Civil Rights “In response to the President’s tweet and subsequent Presidential Memorandum, currently serving or aspiring-to-serve transgender individuals (Plaintiffs) brought legal action against President Trump and others in his administration (Defendants) in Doe v. Trump, 275 F. Supp.” “Doe v. Trump was the first lawsuit aimed at stopping the transgender military ban and the first to deem it unconstitutional.” “The lawsuit requested the Court issue a nationwide preliminary injunction prohibiting the ban from taking effect while the case was being heard (GLAD [53]).” “The plaintiffs, comprised of eight transgender persons either currently serving or aspiring to serve in the military, contended the consequences of Trump’s memorandum would negatively affect or had already affected their financial future such as access to pension, retirement benefits, and health insurance.” Court Ordered Temporary Injunction of Transgender Military Ban “In October 2017, the Court ruled the plaintiffs had established a likelihood of success with their claim that the Trump administration’s transgender military ban violates their rights under the Equal Protection and Due Process clauses of the Fifth Amendment of the US Constitution.”

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“The Court found “that a number of factors—including the sheer breadth of the exclusion ordered by the directives, the unusual circumstances surrounding the President’s announcement of them [a tweet], the fact that the reasons given for them do not appear to be supported by any facts, and the recent rejection of those reasons by the military itself—strongly suggest that Plaintiffs’ Fifth Amendment claim is meritorious.” (Doe v. Trump [54]).” “The US District Court, District of Columbia (The Court) also held that the equal protection challenge was fit for adjudication, that heightened and intermediate scrutiny for equal protection violation would be applied, and that the plaintiffs were likely to succeed on the merits of their equal protection claim.” Trump Administration’s Efforts to Dissolve Nationwide Preliminary Injunction “The Trump administration also filed a Motion to Dismiss Plaintiff’s Second Amended Complaint and a Motion for Summary Judgment (Doe v. Trump, Civil Action No.” “In May 2018, the plaintiffs filed a Cross-Motion for Summary Judgment, as well as motions in opposition of the Trump administration’s motions to dissolve the injunction and to dismiss the plaintiff’s complaint (GLAD [53]; Doe v. Trump [55]).” “The Trump administration’s Motion to Dissolve the Injunction, Motion to Dismiss the Second Amended Complaint, and Motion for Summary Judgment were all denied.” “Had the Second Amended Complaint been dismissed, Doe v. Trump’s judicial process would have been further delayed, and if either the Motion or Cross-Motion for Summary Judgment granted, the case would already be decided.” New Transgender Military Ban Proposal Temporarily Defeated in Local, State, and Federal Courts “On March 23, 2018, the Trump administration released its proposed plan to implement its ban of transgender individuals serving in the military (Department of Defense Report and Recommendations on Military Service by Transgender Persons, aka Implementation Plan), based on their August 25, 2017, memorandum (Mabeus [52]).” “Backed by Mattis and the DoD, the proposal differed from the August 25 memorandum in that it did not explicitly prohibit transgender individuals from serving or enlisting in the military, and it targeted individuals who have a gender dysphoria diagnosis (Department of Defense 56; Karnoski v. Trump [57]).” “The Trump administration’s proposed plan claimed there is scientific uncertainty about the efficacy of medical care for gender dysphoria, and because service members with a gender dysphoria diagnosis are medically unfit for deployment, a policy that is inclusive toward transgender individuals would compromise medical fitness and troop readiness (The Palm Center 58; US DoD [59]).”

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The Supreme Court “In November 2018, the Karnoski, Doe, and Stockman defendants (Trump and others) petitioned the US Supreme Court by “filing petitions for writs of certiorari before judgment to the Ninth and D.C. Circuits, which have before them a total of three injunctions [Karnoski v. Trump 57; Doe v. Trump 54, and Stockman v. Trump 60] enjoining the military from implementing the Mattis policy nationwide [the courts have prohibited the military from implementing a ban on transgender service members and/or applicants].”” “On December 24, 2018, Doe, Stockman, and Karnoski filed briefs in opposition to the Trump administration’s request for the Supreme Court to prematurely review their cases, before the courts of appeal have ruled on the plaintiffs’ challenge to the transgender military ban.” “In January 2019, the Supreme Court voted to lift the injunctions to block the policy, and granted the Trump administration’s request to prohibit most transgender individuals from military service (Liptak [61]).” Transgender Military Ban Issues Continue to Be Ripe for Adjudication “In Williamson v. Trump [62], Cassandra Leigh Williamson, a transgender veteran living in Alabama, contended that President Trump’s memorandum from August 2017 violated her rights to equal protection of law under the US Constitution.” “She contended the memorandum affected her ability to find work, and that the “symbolic weight” attached to President Trump’s actions encouraged bias and bigotry.” “Williamson petitioned the US District Court, N.D. Alabama, Western Division for a nationwide injunction preventing President Trump from implementing those sections of the memorandum.” “She was unable to prove that any discrimination she suffered was caused by President Trump’s memorandum or tweets (Williamson v. Trump [62]).” Social Work Implications “Commanders and leaders who are most concerned with the mission, getting the job done, fixing the problem, and troop unity may not have the same investment in the transgender policy as the social worker who has concerns with the wider ethical bind of the profession and the transgender soldier.” “Social workers applying social science research, language and terminology, psychology, training modalities, and medical understanding of transgender individuals to policy development for transgender military personnel could create stronger cohesion within the Armed Forces community and serve to unify the US military into a more stable and inclusive fighting whole.” “Social workers serving the military need to work in two places.” “Albeit much of this emotional pain could be relieved by a systemic change, the military social worker in the clinical setting must work with the person in front of them helping them become a part of the mission and the team.”

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Conclusion “Social workers, both military and civilian, must be aware of the politics that have hindered the ability of transgender military personnel to serve the US military.” “The DSM-V diagnosis for gender dysphoria is being used to prevent military personnel willing to serve from doing so for fear that they have a mental illness.” “One of the factors in the dysphoria is the social environment of non-acceptance in this case being fostered by policies spawned by politics.” “When transgender persons transition from their sex assigned at birth to their true gender identity and live and work in an environment supportive of who they are, the dysphoria dissipates (Singh and others [63]).” “These are men and women who are willing to put their lives on the line for their country, yet are denied because of a policy that is politically motivated and not based on the available research and the experience of other militaries.” [Section 14] “Lesbian, gay, bisexual, and transgender (LGBT) people have historically been banned from military service.” “When the service of LGBT military personnel is terminated because of their sexual orientation, gender identity, or gender expression, they lose access to their military-based mental health services and seek services among the general mental health provider network.” “This would certainly impact professional social workers who should be aware of the effects of termination and banning of military service based on sexual orientation, gender identity, or gender expression and how they can respond on both the micro and macro level.” “US lesbian, gay, and bisexual (LGB) military personnel are permitted to serve openly, but the present Trump administration’s order to ban transgender persons from enlisting, places transgender (T) persons in a tenuous position, citing medical costs and combat readiness as reasons for the ban despite this allegation not being supported by facts, research, or any military or contractor reviews.”

Unequal Conditions of Care and the Implications for Social Policies on Young Carers [115] This is a machine-generated summary of: Alexander, Chloe: Unequal Conditions of Care and the Implications for Social Policies on Young Carers [115] Published in: Child and Adolescent Social Work Journal (2021) Link to original: https://doi.org/10.1007/s10560-021-00781-w Copyright of the summarized publication: The Author(s) 2021 License: OpenAccess CC BY 4.0 This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in

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any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecomm ons.org/licenses/by/4.0/. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Young carers are the subject of public policies in the UK, which aim to address their needs as a group experiencing disadvantage relating to their caring role.” “These policies are implemented in a way that aims to improve their health and their educational and social opportunities, but left unaddressed is a wider context of inequalities.” “Inequalities are a feature of the terrain upon which social policies for young carers are developed and implemented.” “Evaluation of the ways that young carers and their families are impacted by public policies demands an understanding of those inequalities.” “This paper reports from a study that aimed to contribute greater understanding of the interaction between inequalities, young carers, family life and social policies in England.” “Young carers and their families positioned at the intersection of inequalities of ‘race’/ethnicity, class and disability had different and unequal experiences of support.” Young Carers in England “Research on young carers has strengthened understanding of the number of children that are involved in unpaid care work and the nature of their experiences as care providers.” “The young carer concept, based on research pursued in Minority World countries dominates the ways we think about and measure the phenomenon of children’s care work (Evans & Becker, [64]).” “Two pieces of legislation, the Care Act 2014 and the Children and Families Act 2014, set a policy framework for supporting young carers in England.” “For the families that are in contact with services, whether as a young carer or, for other family members, as people with assessed care needs, there is a lack of research that explores the ways that young carers’ experienced are embedded family relationships.”

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“Research into what categories of social difference, such as age and disability, mean for young carers has been added to the debate about how to understand children’s relationships to care.” Unequal Conditions of Care “The unequal conditions of care framework is used to report and discuss finding from my ethnographic study of young carers and their families in the West Midlands.” “Reporting on the analysis of ethnographic data, I focus here on class, ‘race’/ ethnicity and citizenship-status as intersecting inequalities that had an impact on the conditions of care for young carers and their families.” “An analysis of the unequal conditions of care can also be used as the basis for discussing ways of improving young carers’ circumstances.” “Analysing young carers and the unequal conditions of care that surround them can provide new perspectives.” “While comparative studies of young carers have made the case for recognising children’s rights to be involved in family care (Carers Trust & University of Sussex, [65]), we can use the unequal conditions of care framework to be critical of the inequalities that undermine, penalise and impoverish children’s involvement in care.” Intersecting Inequalities and Young Carers “The research presented here explored inequalities informed by intersectionality theory (Crenshaw, [66]) and through the design, the fieldwork and analysis I considered a wide range of categories of social difference.” “Categories of social difference are used and understood in varied ways within epistemological and theoretical traditions but in the young carer literature they are often seen as determining people’s lives by reducing people to positions of low status or at other times drawing people together around particular forms of a social category as the basis for collective action and celebration.” “The development of intersectional approaches has been led by Black feminist theorists who have called for a reframing of theory and empirical research to strengthen the engagement with the social experience of categories such as gender, ‘race’, class and sexuality (Cohambee River Collective, [67]; Crenshaw, [66]; Hill Collins & Bilge, [68]; Mirza, [69]).” Methodology “The ethnographic methodology has the benefit of allowing the study to work with participants over time to develop richer data and allow for families to refine the methods alongside the researcher.” “This earlier volunteer phase lasted six months and it provided background information on local provision for young carers, gave opportunities to introduce the study and get feedback from children and young people on potential participation.” “A number of young carers expressed interest in the research process and from this group I selected a sample that was diverse in terms of family care needs,

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demographic characteristics and being located in different areas around the West Midlands region.” “I discussed the research design with young carers and young carer project workers to get their feedback on how to initiate the research process and prepare ways of checking my work with my participants.” Findings on the Conditions of Care for Young Carers and Their Families: Class and ‘Race’ “The study found that young carers and their families were socially located at the intersections of multiple inequalities.” “During the ethnographic fieldwork, spending time with families, I was presented with data from families about the way that they experienced their relationship to categories of social difference, such as ethnicity/ ‘race’ and class.” “This is a second set of contrasts that I discuss here, as well as considering the significance of these forms of representation of social location for understanding the families’ conditions of care.” “I explore two case studies of class and ‘race’ as conditions of care for young carers and their families.” “The data comes from interactions with young carers but also siblings and parents because the overlapping relationships between family members helps us understand the way that ‘whole family’ policies are interacting with inequalities in their lives.” Alia’s Family “Family life was going at full pace and with many references to the categories that placed the family as a whole in their social world and that differentiated between Alia, Amber, Kaya and Ben.” “Alia’s family provided an example of how ‘race’ and ethnicity are important explanatory frameworks for families’ encounters with the support services targeting families with a disabled person as a member and young carers.” “Fieldnotes 25/3/18 Kaya implied that because the family are affluent and highly educated (implicitly middle class, I suppose), that they were dismissed as not needing the input of services.” “Fieldnotes 25/11/18 Kaya spoke about how many of the other young people in Amber’s school “came from chaotic and impoverished families,” who were “unable to help them with administrative tasks because they have not gained much from the educational system.”” XD’s Family “Like Alia’s family, the information that XD and his mother shared helps elaborate the way that the intersection of class, ethnicity, ‘race’ and nationality anchored their family identity and was articulated in their encounters with services.” “XD and his mother were Black and they had migrated to the UK from southern Africa.”

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“Nationality and migration were reference points for XD and his mother to tell their story, explain the struggles of the last few years and consider their options for the future.” “In one discussion, XD used ‘race’ and ethnicity as a reference point when telling a story about his family.” “XD saw ‘race’ and nationality as less relevant to his life, while Tizzy felt their importance for the continuities in her life, herself as a Black woman from southern Africa.” “Race’, ethnicity and class were important markers in exploring the family’s circumstances and understanding XD’s position as a young carer.” Representing and Interpreting the Conditions of Care “The analysis of the data on class, ‘race’/ethnicity and the social location of young carers and their families illustrates two ways of categorising the unequal conditions of care.” “My analysis was underpinned by charting the process by which individuals disclosed social location and by synthesising the social location data from different family members.” “These categories shed light on the unequal conditions of care and services for young carers.‘” “These categories of young carers and their families are now discussed further in relation to researcher positionality and the unequal conditions of care, drawing on intersectionality theory.” Researcher Positionality and Speaking About Privilege “The experiences of families embodying a middle-class status to engage with services was something that two families explained to me.” “In return for been cultured in middle class ways, the middle class young carers were benefitting from increased supportive input from services.” “from the working class people who were seen as the regular subjects of those services.” “The working class families recounted experiences of services in which they were the subject of compulsion.” “Whilst middle class status was indicated to be a helpful resource for the two families discussed above, working class status may have been put to one side in the interaction with services, not offering the same benefits.” “The ability to assert the presence of disadvantaged and treatment through services may be hindered by cultures that subordinate working class families but also discourage spoke identification with this subject position.” Spoken and Unspoken Representations of Inequality in the Conditions of Care “Whilst there are suggestions that White British ethnicities also conferred a position of privilege, sparing those families the difficulties of navigating the assumptions or discrimination that Alia’s family described, this took on a different form in the data.”

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“What is distinctive about the argument here is that the experience of those young carers that are middle class, that are socially located as White British could also be better understood as part of further research that explicitly addresses those privileged identities, as well as a need to rectify the lack of understanding of the experiences of young carers who are Black and Minority Ethnic and working class.” “Further research into privileged and subordinated positions of young carers should therefore consider different representations of social location and would benefit from the involvement of researchers bringing different embodied knowledge of inequalities (Harding, [70]).” Conclusion “Intersecting inequalities of ‘race’/ethnicity and class place families in different positions in relation to services, some privileged and some subordinated.” “The implementation of the Care Act 2014 and the Children and Families Act 2014 that provide for young carers in England are being shaped by relations of inequality within families, between families and in interactions with services.” “An intersectional perspective and a prominent use of it within analysis is needed for an understanding of how policies take on a different character, more or less supportive, more or less punitive, in the ways they reach young carers and their families.” “The role of young carers is related to the way that families see the need of children and adults to be supported.” “Efforts to explore these prejudices in the general population and in family cultures or to challenge discriminatory attitudes could unpick some of the ways that care needs are worsened and under-resourced, increasing the work potentially done by young carers.” [Section 12] “A growing field of research on children carrying out unpaid care work for parents, siblings and other relatives has presented the shared experiences of children as ‘young carers’ and engaged in dialogue with policy-makers on the ways that young carers are disadvantaged (Leu & Becker, [71]).” “This paper seeks to extend our understanding of young carers and inequality by introducing the concept of unequal conditions of care.” “By discussing findings from an ethnography of young carers’ family life, I explore children’s and families’ experiences as embedded in differing conditions of care.” “This leaves a problem of reproducing inequalities by ignoring different conditions of care amongst young carers.” “I discuss findings on ‘race’/ethnicity and class and consider the ways that policies in England interact with inequalities to the detriment of young carers’ experience of support.”

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Social Workers and LGBT Policies: Attitude Predictors and Cultural Competence Course Outcomes [116] This is a machine-generated summary of: Dessel, Adrienne B.; Rodenborg, Nancy: Social Workers and LGBT Policies: Attitude Predictors and Cultural Competence Course Outcomes [116] Published in: Sexuality Research and Social Policy (2016) Link to original: https://doi.org/10.1007/s13178-016-0231-3 Copyright of the summarized publication: Springer Science + Business Media New York 2016 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “This study examined the effects of social work graduate students’ gender, political views, religious attendance, beliefs about sexual orientation and gender identity choice, active critical thinking, and empathy, in combination with a cultural competence course, on attitudes about LGBT military policy, marital equality, and LGBT discrimination.” “Men and more conservative students had less affirming attitudes about LGBT military policy.” “Students changed significantly after the course in their acknowledgement of discrimination, and attitudes stayed the same (generally affirming) about military policy and marital laws.” “Implications for examining critical thinking and empathy and attitudes about military policy and measuring course interventions for social workers with regard to attitudes about LGBT discrimination and related policies are discussed, and recommendations are made for future research.” Introduction “Recognition of discrimination against lesbian, gay, bisexual, and transgender (LGBT) people, particularly LGBT youth (Wernick and others [72]), and inclusive LGBT nondiscrimination policies are related to greater well-being for LGBT people (Riggle and others [73]; Toomey and others [74]).” “Although LGBT people are gaining ground in civil rights, they still experience exclusion or discrimination through social policy (Woodford and others [75]), and lapses in LGBT civil rights occur at national, state, and local levels.” “Social work graduates must be prepared to champion greater LGBT inclusion and policy protection as a routine part of practice (NASW [76]), and policy advocacy on behalf of LGBT people is still needed in a number of areas.”

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“This reduction was explained by ENDA’s effect on discrimination overall; behaviorally gay men in states with ENDAs experienced less discrimination than in states without this policy protection.” “Public schools continue to be sites of discriminatory policies and practices for LGBT youth (GLSEN [77]).” LGBT Discrimination, Policies, and Social Work “Lapses in policy to protect and include LGBT people affect social work practice and education directly.” “Discriminatory social policies against LGBT people in housing, employment, education, and the military influence social work education and practice (Anastas 78; Blackwell and others 79; Chonody and others [80]).” “Further, even within higher education, some social work policies exclude and discriminate against LGBT people.” “Social work practice areas, such as the military, adoption, mental and physical health care, and other social services, intersect with policies relevant to LGBT people’s civil rights.” “In order to better understand what impacts social worker attitudes about LGBT discrimination and policy, this paper examines the influence of demographics such as gender and race, religious attendance, political views, and beliefs about sexual orientation and gender identity choice, as well as variables of active thinking and cognitive empathy, on MSW student attitudes about LGBT social policies related to housing, civil rights, employment, education, the military and recognition of discrimination.” Literature Review “Other research of college and social work student populations found no differences by race on attitudes toward LGBT people or on intention to vote in support of employment protection for LGBT people (Crisp [81]; Jayakumar [82]; Swank and Raiz [83]; Swank and others [84]).” “Studies of college students found that attending religious services frequently predicted increased sexual prejudice and less support for the LGBT civil rights of marriage equality and employment protection (Jayakumar [82]; Woodford and others [75]).” “The current study contributes to the literature by examining how social work students’ gender, race, religious attendance, political ideology, beliefs about sexual orientation and gender identity choice, and critical thinking and cognitive empathy affect attitudes about LGBT social policies.” “1: Does race, gender, religious attendance, political ideology, belief about sexual orientation and gender identity choice, critical thinking, and cognitive empathy predict social work student attitudes about LGBT military policies, marital laws, and awareness of LGBT discrimination?”

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Methods “This study built on previous research suggesting that religion, political ideology, and belief about whether sexual orientation and gender identity are a choice are associated with social work student attitudes about LGBT people and related policies.” “Our findings indicated that race, religious attendance, beliefs about choice, and active thinking and empathy did not predict student attitudes about LGBT military policies.” “With regard to research question 2, while students did not change significantly pre-test to post-test on measures of attitudes about military policy or marital equality, they did change significantly in recognition of LGBT discrimination.” “This suggests that participation in a cultural competence course that included IGD helped students better understand the discrimination and exclusion faced by LGBT people in social policy arenas; their attitudes in favor of inclusive policy improved.” Conclusion “This means that LGBT rights should be supported by social workers.” “In order to support social workers in promoting LGBT rights with regard to social policies, educators need to help students analyze their political views and the complicated nature of human sexuality as well as the effect of race.” “Social work is an action profession, and social work students need more help in practicing their advocacy skills (Schneider and Lester [85]).” “IGD is a useful pedagogy designed to help students move toward the social action that is necessary for LGBT civil rights (Lopez-Humphreys and Dawson [86]).”

Exploration and Implication of Value Orientation Patterns in Social Policy-Practice with Ethnic Communities in Bangladesh [117] This is a machine-generated summary of: Uddin, Md. Emaj: Exploration and Implication of Value Orientation Patterns in Social Policy-Practice with Ethnic Communities in Bangladesh [117] Published in: Global Social Welfare (2014) Link to original: https://doi.org/10.1007/s40609-014-0018-5 Copyright of the summarized publication: Springer International Publishing 2014 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from.

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Abstract-Summary “Value orientation patterns (VOPs) are the fundamental existential and relational problems among traditional ethnic communities in Bangladesh.” “Using Kluckhohn and Strodtbeck’s analytical framework (e.g., man-nature, human nature, time, activity, and relation), we explore, compare, and imply VOPs and its interrelationships in social policy-practice among Muslim, Hindu, Santal, and Oraon ethnic groups in Bangladesh.” “The descriptive findings showed that VOPs of the ethnic groups explored were the first ranges and directions in Kluckhohn and Strodtbeck’s framework used.” “The results suggested that the VOPs examined in the study were significantly different and also interrelated at p < 0.01 level among the ethnic groups in Rasulpur of Bangladesh.” “The cross-cultural findings on the differences in and relationships between VOPs, that were traditional-emotional in nature, may exert effects on interpersonal and interethnic community relations in Bangladesh.” “The findings, therefore, may be implied in comparative social policy to design culturally sensitive sociocognitive programs intended to change in the ethnic communities’ traditional-emotional VOPs into rational-pragmatic ones.” Introduction “Every racial/ethnic group in a society follows and observes certain patterns of value orientations to solve their common human problems faced in day-to-day social interaction, or man-environment relation (Naugle [87]; Quinney [88]).” “Based on Klukhhohn and Strodbeck’s [89] conceptual framework (e.g., mannature, human nature, time, activity, and relational orientation), this study explores, compares, and applies VOPs in social policy-practice among Muslim, Hindu, Santal, and Oraon ethnic groups in Bangladesh.” “Previous culture-specific literature reviewed in Bangladesh suggests that VOPs of the ethnic groups are traditional-emotional in nature through which they cannot solve their common human problems they face in man-environment interaction.” “Although cross-cultural and/or cultural studies have contributed in the field, but little attention has been paid on the cross-cultural exploration of variations in VOPs and its interrelationships and its implications in the current social welfare literature on which social policy-makers and social practitioners may plan and manage the problems faced by the ethnic communities in Bangladesh (Uddin [90]).” Conceptual Framework “Gillin [91] in a cross-cultural study between the Indian and the Ladino, “folk-like” communities, in the US found that the Indians harmonized to the man-nature, good in human nature, present-oriented in time, being or being-in-becoming in activity, cooperative and collectivistic in group relation, while the Ladinos dominated to and controlled over the nature, future in time, mixture of good and bad in human nature, stratified and ordering and competitive in human relation.” “Klukhhohn and Strodbeck [89] investigating individuals’ from five rural communities in the US (Mormons, Texans, Hispanics, Zunis, and Navaho in the

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southeast region) found that the Hispanics were subjugation to nature, good in human nature, present in time, and being in activity, collateral in relation than were the other groups.” “The Zuni preferred good and evil, doing, future, and mastery over nature, while the Navaho preferred harmony or compromise with the nature relationship, present in time, and collateral in human relation.” Method “This study explores and compares VOPs among ethnic communities: Muslim, Hindu, Santal, and Oraon in rural Bangladesh, mentioned above.” “Four villages, Mongaltara, Akkelpur, Sherpur, and Ekrapara of Rasulpur union, where the ethnic communities, Muslim, Hindu, Santal, and Oraon, were living side by side in the same social, economic, and geographical situations were purposefully selected for the study.” “Of all, five-item questions on each VOPs were narrated/presented to the selected respondents, and then we asked which one our respondents would prefer (Hills [92]; Robinson and Shaver [93]; Zavalloni [94]).” “After completing every interview with the semistructural questionnaire on VOPs, author gave a token money 100 Taka (Bangladeshi currency) with special thanks to every respondent if it was necessary for further communication.” “The responses on the VOPs given by the respondents were categorical and ordinal and reliable in the sense that the interview with the semistructural questionnaire technique was applied and the author as an interviewer was skillful in that technique (Goodenough [95]).” Results “In activity orientation, the Oraon (89.66) compared to the other communities (87.59% for the Santal, 78% for the Muslim, and 66.90% for the Hindu) were the most likely to being-oriented; the Hindu (26.90%) than the Muslim (18%), the Santal (8.28%), and the Oraon 6.90%, on the other hand, were the most likely to being-in-becoming and doing-oriented (df = 6, χ2 = 32.52; p < 0.01).” “In relational orientation, the Hindu (85.52%) and the Muslim (76.77%) compared to the Oraon (53.79%) and the Santal (53.10%) were the most likely to be lineal-hierarchical and less-likely to be collateral and individualistic-oriented (df = 6, χ2 = 23.85; p < 0.01) in Rasulpur, Bangladesh.” Discussion “Based on value orientation theory and its basic assumptions by Klukhhohn and Strodbeck [89], this study explored and compared value orientation patterns (VOPs) and its interrelationships among the Muslim, Hindu, Santal, and Oraon communities in the Rasulpur union of Bangladesh.” “Likely, Sodowsky and others [96] found that the White Americans would believe in human nature as good and evil like the Santal people; the Muslim people differ from it as they believe in human nature as good; in man-nature relation, Muslim people are related to African people and slightly to traditional mainland

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Chinese, although the Chinese and Taiwanese moved into control over nature influenced by modern education and modernization; in relational orientation, the Santal people are consistent with the Mainland Chinese and Taiwanese because of collateral and mutuality, but the Muslim people are related to the White Americans; inactivity, the Santal people are similar with the Mainland Chinese people, but the Muslim people are with the African samples.” “The ethnic community was positively associated with human nature and relational orientation but negatively connected to other value orientation: man-nature, time, and activity.” Conclusion and Implications “In designing comparative social policy, policy makers should consider the variations of ethnic communities’ value orientation patterns, cultural sensitivity, sentiment and position to take sociocultural development programs in which they all accept and participate in the programs.” “Based on culturally sensitive social-cognitive programs associated with the variations of value orientation patterns, social practitioners in Bangladesh, therefore, may mobilize social, cultural, and cognitive resources to the ethnic groups who ask for help in the social agency settings.” “In order to solve personal and social problems of the ethnic communities associated with their cultural value orientations in Bangladesh, social practitioners and social workers may apply comprehensive social development, cultural cognitive and acculturative approaches.” “Although the suggestive findings on the differences in and relationships between VOPs among the ethnic communities studied, however, may contribute to theoretical (value orientation theories) and practical implications in applied social sciences, the study has some fundamental limitations.”

Does Policy Practice Class Increase Social Work Students’ Planned Political Engagement? [118] This is a machine-generated summary of: Witt, Heather; Witt, Ryan; Brisby, Kayla: Does Policy Practice Class Increase Social Work Students’ Planned Political Engagement? [118] Published in: Journal of Policy Practice and Research (2020) Link to original: https://doi.org/10.1007/s42972-020-00009-8 Copyright of the summarized publication: Springer Nature Switzerland AG 2020 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from.

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Abstract-Summary “Utilizing Verba and others’s [97] Civic Voluntarism model as a guide, the purpose of this study is to evaluate if a social work policy practice course utilizing experiential learning interventions increases social work students’ planned political participation and current feelings of preparedness for engagement in the political system.” “Students were more likely after taking the policy course to plan on engaging in policy practice in six of the ten ways addressed in the survey.” “Students were also significantly more likely to indicate that they did feel adequately prepared to engage in the political system at the post-test.” “Results indicate that utilizing an experiential approach to social work policy practice course does positively impact students’ intentions regarding political activism as well as their feelings of preparedness for engagement in the political system.” Introduction “This call to action by the NASW implores social workers to be politically engaged; to ensure that basic needs are being met; to address social ills through service; to advocate on behalf of the oppressed, the voiceless, and others who are unable to advocate for themselves; and to ensure the dignity and worth of every person are being upheld.” “Because of these core principles of social work, additional research is needed to reflect on how interested and engaged social work students are in politics.” “Additional research is needed to understand social work students’ political participation and the impact of social welfare policy education on political participation.” Review of the Literature “Ritter [98] uses the Civic Voluntarism model to assess practicing social workers’ political engagement and finds that, while certain aspects of their social work training, such as the civic and political skills of writing and speaking well, have prepared them for political participation, many do not feel well prepared for this work.” “According to the current research, social work students are quite politically active.” “Educators and researchers have noted the need to increase advocacy education in social work programs to increase competence and political engagement among currently practicing social workers (Byers and Stone [99]; Hamilton and Fauri [100]; Hardina [101]; Hoefer [102]; Mary [103]; Seipel [104]; Ritter [105]; Wolk [106]; Zubrzycki and McArthur [107]).” “While more research is needed to understand the impact of policy practice interventions on social work students’ political engagement, efforts are needed, too, towards developing a more typical menu of experiential leaning assignments for policy practice courses at the undergraduate and graduate levels.”

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Purpose “What political participation were students engaged in prior to beginning their social work policy practice course?” “Do students’ future plans for political participation change after completing the social work policy practice course?” “Do students’ feelings of preparedness for engagement in the political system increase after completing the social work policy practice course?” “Relative to Civic Voluntarism, these results will be examined focusing on a few key factors within this model: the resources that students likely need to participate in these political activities, both previously and in the future, as well as their levels of psychological engagement.” “Ritter [98] suggested that social work policy courses should move away from students solely learning policy in a passive role and should focus on providing students the opportunity to develop advocacy skills through experiential learning interventions, such as in-class mock testimony assignments, working with coalitions, volunteering for political campaigns, lobbying legislators, attending political meetings, and writing letters to the editor or op-eds.” Methods “The sample for this study included all students enrolled in two social work policy practice courses taught in 2019—one for BSW students delivered in-person and another for foundation-year MSW students delivered in an online format at a university in the western United States.” “Students were administered the pre-test on the first day of the face-to-face section of the BSW class, and as the first step of the first weekly module in the online MSW course in which sequential order must be followed.” “Both classes were also administered a post-test during the final week of class: for the BSW class, on the final face-to-face day; and for the online MSW class, the post-test was administered as the second-to-last step in their final course module (only the course evaluation followed the post-test’s administration).” Results “Future planned political activity was compared with the initial level by using a paired sample t test.” “On both the pre-test and the post-test, ten questions were asked of participants regarding their future political participation plans.” “Participants also indicated on the pre- and post-test their rating to the following question: “At this point in your social work program, do you feel adequately prepared to effectively engage in the political system?”” “Participants were significantly more likely to indicate that they did feel adequately prepared to engage in the political system at the post-test, with 81.8% indicating “definitely” or “somewhat” compared with 25% indicating “definitely” or “somewhat” at the pre-test; t (92) = 3.36, p = 0.00.”

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Discussion “One element of Civic Voluntarism, the notion of resources, is particularly important because, as Verba and others [97] found, all citizens (including busy social work students) need the resources of free time, money, and political skills to engage in political activity.” “Even given the ambiguous baseline results—where this sample appears to be largely as politically engaged as social work students more broadly, but might be less engaged in particular ways—the impact of the policy practice course work on students’ intentions to participate in political action in the future is relatively straightforward.” “While there were no explicit course activities linked to these efforts, students were largely already engaged in them: As of the pre-test, 50% identified as participating in politics, 58% reported already using social media to engage in issues they care about, and 67% had participated in political rallies, marches, and/or protests they cared about.” Conclusion “The results of this study add further evidence supporting the reformulation of the policy class as a practice course—a reformulation necessitated by research demonstrating that professional social workers feel underprepared to engage in political participation (Ritter [108]; Ritter [105]).” “The findings that students are significantly more likely to engage in political activity after participating in hands-on, experiential policy practice assignments, particularly in their willingness to contact elected representatives and contribute testimony in legislative proceedings, are congruent with the research of Weiss-Gal [109] and others.” “The present study affirms Bernklau Halvor’s [110] findings that authentic, local political engagement; external motivation and support; and development of advocacy skills were keys for promoting intentions to engage in policy practice activities after the course has ended.” “Viewed through the Civic Voluntarism model, these data suggest that the lack of specific resources, such as time, is not likely preventing the students in this sample from political engagement, which is similar to Ritter’s [98] findings regarding social workers.”

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108. Ritter, J. A. (2007). Evaluating the political participation of licensed social workers in the new millennium. Journal of Policy Practice, 6(4), 61–78. 109. Weiss-Gal, I. (2016). Social workers’ policy engagement: a review of the literature. International Journal of Social Welfare, 26, 285–298. 110. Bernklau Halvor, C. D. (2013). Increasing social work students’ political interest and efficacy: the experience and impact of a social welfare policy course from the students’ perspective [PhD dissertation]. Portland State University, Portland, OR. PDXScholar. 111. Epstein, William M. Romantic Social Work. Society (2012). https://doi.org/10.1007/s12115012-9597-x 112. Street, Lisa A.; Martin, P. H.; White, A. Renee; Stevens, Amy E. Problem-Based Learning in Social Policy Class: a Semester-Long Project Within Organizational Policy Practice. Journal of Policy Practice and Research (2022). https://doi.org/10.1007/s42972-022-00047-4 113. Oteng, Samuel A.; Manful, Esmeranda; Akuoko, Kofi Osei Retiring in the Informal Economy: Implications for Social Policy Intervention for Ageing Workers in Ghana. Ageing International (2021). https://doi.org/10.1007/s12126-021-09434-w 114. Redcay, Alex; Luquet, Wade; Hagan, Randy Changing Social Policy and the Transgender United States Soldier. Journal of Human Rights and Social Work (2020). https://doi.org/10. 1007/s41134-020-00129-x 115. Alexander, Chloe Unequal Conditions of Care and the Implications for Social Policies on Young Carers. Child and Adolescent Social Work Journal (2021). https://doi.org/10.1007/s10 560-021-00781-w 116. Dessel, Adrienne B.; Rodenborg, Nancy Social Workers and LGBT Policies: Attitude Predictors and Cultural Competence Course Outcomes. Sexuality Research and Social Policy (2016). https://doi.org/10.1007/s13178-016-0231-3 117. Uddin, Md. Emaj Exploration and Implication of Value Orientation Patterns in Social PolicyPractice with Ethnic Communities in Bangladesh. Global Social Welfare (2014). https://doi. org/10.1007/s40609-014-0018-5 118. Witt, Heather; Witt, Ryan; Brisby, Kayla Does Policy Practice Class Increase Social Work Students’ Planned Political Engagement?. Journal of Policy Practice and Research (2020). https://doi.org/10.1007/s42972-020-00009-8

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Social Work and Human Rights

Introduction by the Editor Introduction The social work profession is very close and has a fundamental relation with human rights, as both share values such as dignity, respect and self-determination. The codes of ethics of social workers developed by the National Association of Social Workers (NASW) also embody these values and expect each social worker to adhere to these values while serving society. Social work aims to achieve social equality, dignity and the worth of people; value the importance of human connections; and aim to establish an equal and just society. Even though human rights are fundamental rights, vulnerable and marginalized population groups in several societies need the support of social workers to access basic human rights. Poor and marginalized sections in most developing and less developed countries and ethnic minorities in developed countries continue to face differential treatment, including threats to life and safety. There are several incidents in global history where lowerclass people were treated differently than upper-class people. The basic concept of human rights, which advocates for the accessibility of education, health care, housing, social security and fare treatment, is clearly relevant to the core purpose and practice principles of social work professions. Human rights as a framework for social work practice Social workers play a major role in ensuring sustainable access to basic rights and entailments of marginalized and vulnerable communities by applying their knowledge, skills and understanding of social, economic, and political aspects. Furthermore, professionally trained social workers advocate for the promotion and protection of the basic human rights of vulnerable and marginalized communities at the individual and system levels. Scholars argue that social work is a human right profession (Hare, 2004); hence, the core mission of the social work profession and professional education should be to protect, promote and respect human rights in © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025 R. Baikady (ed.), Global Social Work: Human Rights, Advocacy, and Sustainability, https://doi.org/10.1007/978-981-96-1832-3_3

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all its practices (Grunwald & Thiersch, 2009). Furthermore, social work practitioners should be informed and sensitized about the violation of basic human rights of the people, especially the marginalized and vulnerable groups residing in lowand middle-income countries. Social work should also play the role of promoting and protecting the human rights of the people who it serves. Responding to human rights violations and addressing violence of any form in society with a rights-based approach is imperative for social work to promote sustainable development. Human rights as a framework for social work education The practice originates from education and the perspectives built during the initial study period. Hence, social work education across the globe needs to align its focus with human rights-centric education and practice teaching. Furthermore, educators need to adopt curriculum and pedagogical methods that aim to promote, protect and popularize human rights in our contemporary market-oriented world. The need for sensitizing social work graduates has been important ever before because neoliberal polices have focused mainly on profit-oriented services rather than humanitarian services. Thus, social, economic and political situations are rapidly changing, and social work professionals should be trained to engage in practices that advance social, economic, and environmental justice. Given that social work trainees learn best from experiences from the field, incorporating human rights-centered learning models in field education and training should be the first step in training social workers in human rights. In the current scenario, the human rights content in social work is not normally discussed in detail, or the sensitization of graduates to human rights violations does not occur in all schools of social work. Furthermore, both first- and third-world countries are facing resource limitations in their social work education, which is also leading them to neglect important issues such as human rights violations and educating graduates on issues related to human rights and its violations. Furthermore, human rights perspectives in social work education are not well established in countries where social work is well established and recognized as a profession mandated by the state. As social work education develops the practice that contributes to the realization of human rights (Hare, 2004), human rights should be given an explicit place in the social work curricula at universities and educational institutions where future social workers are shaped for their assignment. The literature included in this chapter addresses various issues related to challenges in teaching human rights to social work graduates in universities and higher education institutions, right-wing populism and social work, school social work and human rights, women’s empowerment and human rights, the human rights approach in disaster management, the human rights approach in Criminal social work practice and the human rights of elderly people.

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References

Hare, I. (2004). Defining social work for the 21st century: The international federation of social workers’ revised definition of social work. International Social Work, 47(3), 407–424. Evans, T., & Harris, J. (2004). Street-level bureaucracy, social work and the (exaggerated) death of discretion. The British Journal of Social Work, 34(6), 871–895. Grunwald, K., & Thiersch, H. (2009). The concept of the ‘lifeworld orientation’ for social work and social care. Journal of Social Work Practice, 23(2), 131–146. Machine generated summaries Disclaimer: The summaries in this chapter were generated from Springer Nature publications using extractive AI auto-summarization: An extraction-based summarizer aims to identify the most important sentences of a text using an algorithm and uses those original sentences to create the auto-summary (unlike generative AI). As the constituted sentences are machine selected, they may not fully reflect the body of the work, so we strongly advise that the original content is read and cited. The auto generated summaries were curated by the editor to meet Springer Nature publication standards. To cite this content, please refer to the original papers. Machine generated keywords: right, human right, human, right violation, violation, disaster, refugee, old, international, right approach, right perspective, migration, old people, work education, udhr

Do US Social Work Students View Social Work as a Human Rights Profession? Levels of Support for Human Rights Statements Among BSW and MSW Students [92] This is a machine-generated summary of: Witt, Heather: Do US Social Work Students View Social Work as a Human Rights Profession? Levels of Support for Human Rights Statements Among BSW and MSW Students [92] Published in: Journal of Human Rights and Social Work (2020) Link to original: https://doi.org/10.1007/s41134-020-00126-0 Copyright of the summarized publication: Springer Nature Switzerland AG 2020 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from.

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Abstract-Summary “Insufficient data exists regarding US-based social work students’ views on human rights, as well as the possible relationship between exposure to human rights content in social work education and student endorsement of human rights.” “The present research attempts to address both issues: Using McPherson and Abell’s [1] 25-item Human Rights Engagement in Social Work scale (HRESW), the author assessed the overall endorsement of human rights perspectives by students in a social work program in the western United States, and examined differences between students at different levels in the program to evaluate the effectiveness of increased exposure to human rights content.” “Ten of the 25 HRESW items showed stronger agreement among upper-division BSW and MSW students when compared with their lower-division BSW peers at statistically significant levels; these items were related to social and economic rights.” “Results indicate that social work students have a relatively high level of human rights endorsement, which has the potential to increase with continual exposure to human rights content in social work courses.” Human Rights “The research suggests that post-secondary students and social work students, in particular, do support the values of human rights.” “Specific US studies assessing interventions shed additional light on the receptiveness of social work students to human rights content.” “McPherson and Cheatham [2] describe a human rights-focused intervention in a BSW-level macro social work course in the USA and find that, while this intervention did significantly increase exposure to human rights content and helped students see social work as a human rights discipline, it did not significantly increase student support for human rights concepts.” “Social work educators do not yet know if there is a significant difference between the levels of endorsement of human rights values among online students and those who are in face-to-face courses following a similar curriculum in the USA.” Methods “All social work students enrolled in the BSW and on-campus and online MSW programs at a western university in the USA were invited to participate in the present study.” “The target population for this study was students enrolled in BSW-level and MSW-level courses age 18 and older drawn from a large public university in the western United States.” “171 out of 427 students participated in the survey.” “The students were divided into two groups for the purposes of analysis: there were 38 lower-division BSW students and 133 upper-division BSW or MSW students.”

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“Upper-division BSW students were grouped with MSW students due to overlap in curriculum in the foundation year.” “The survey also included questions to obtain demographic information (age, race, gender, region of the USA), current level of program, and enrollment in online or face-to-face program.” Results “To evaluate differences between overall HRESW scores between lower-division social work students and upper-division/graduate-level social work students, respondents’ scores on each item were tallied after reverse scoring necessary items to arrive at an overall endorsement score and comparing the scores of upperdivision BSW and MSW students (M = 154.90, SD = 14.320) with the scores of lower-division BSW students (M = 144.86, SD = 17.940) using an independent t test, t(167) = − 3.528, p = .001.” “The mean scores for each item on the HRESW reported by social work students at different levels in the program were assessed to evaluate differences between the lower-division and upper-division/graduate social work students using an independent t test for the second part of research question 2.” Discussion “Comparing the total HRESW score of the two groups also indicated statistically significant differences between the two groups, suggesting that those who had been exposed to additional social work course content had overall higher agreement on human rights endorsement items.” “Although comparing across different scales, the level of agreement for human rights statements for this sample of social work students was higher than those reported in Steen and others’s [3] article, as that scale had more items rated closer to neutral (5 out of 35, or 14%, on the pre-test) than the sample from the current study (1 out of 25, or 4%).” “The current study found that there was only one statistically significant difference between face-to-face and online students in their levels of endorsement of human rights, with the online students more strongly endorsing the statement, “It is social work’s mission to ensure an adequate standard of living for the health and well-being of the families we work with.”” Conclusion “This research was completed to evaluate the overall level of endorsement of human rights by social work students, to examine if exposure to infused human rights content increased those levels, and to examine if differences existed between online and face-to-face social work students.” “These goals were accomplished—social work students were found to endorse human rights statements related to political and civil, economic and social, and general human rights.”

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“As our accrediting body continues to endorse human rights infusion into social work education, our practice behaviors, and by extension our profession, can further embody those principles.” [Section 6] “Despite these efforts to recognize social work as a human rights profession, the USA still lags behind international peers in its explicit support of the connection between the two: Although the CSWE accrediting standards were updated in 2008 to include a human rights focus, the NASW Code of Ethics does not include specific human rights language (NASW [4]).” “Social workers apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels; and engage in practices that advance social, economic, and environmental justice. (p. 7) In the more than ten years that has passed since this competency was adopted, human rights content has been infused across both Bachelor of Social Work (BSW) and Master of Social Work (MSW) curricula throughout the USA.”

Transforming Social Work Education in India: Integrating Human Rights [93] This is a machine-generated summary of: Nadkarni, Vimla V.; Sinha, Roopashri: Transforming Social Work Education in India: Integrating Human Rights [93] Published in: Journal of Human Rights and Social Work (2016) Link to original: https://doi.org/10.1007/s41134-016-0002-3 Copyright of the summarized publication: Springer International Publishing 2016 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “In India, the human rights movement and its intellectual discourse have been put to the test due to the specific complexities of the political processes in the country as well as due to the distinct historical, social, and cultural situations in Indian states.” “Social work education is a very important entry point for human rights practice and protection of the rights of the poor, marginalized, and the most disadvantaged people in the country.” “How Indian social work education has tailored its curricula, research, and field practice to embrace the human rights perspective is discussed and debated.”

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“While there are several challenges and differences in social work perspectives in the education of social workers in India, it is now well acknowledged that collective analysis and solidarity will facilitate the transformation of social work education in India into an effective discipline with a human rights perspective.” Introduction “Regardless of the insights provided by some of the veteran social workers and educators, social work in India has been slow in embracing the human rights perspective in practice.” “Social work colleges in India are gradually incorporating the human rights perspective in their curricula and also pioneering programs and policy changes to protect the rights of the child, the girl child, women, and right to education, health, and livelihood (Nadkarni [5], p. 4).” “Given the fact that social work trainees learn best from experiences from the field, the first step in training social workers in human rights, is making social work educational institutions live models for respecting and nurturing human rights.” “In a country as diverse as India with variations in terms of language, educational development, and diverse local human rights issues, the building of appropriate human rights resources for inclusion in social work schools spread over 29 states and seven union territories is a daunting task.” Conclusion “At one end, Indian social work education faces a massive task of ensuring minimum standards of quality of social work training in newly set up social work schools, and the other end, it continues to struggle for recognition by society and the state.” “Advocacy for the formation of a central council for professional social work that will monitor and regulate quality of social work education and practice and give appropriate direction for curricular development is likely to push the agenda for more recognition for social work.” “Indian social workers have started the process for setting up a strong association for social work education in December 2013 with funding support from IASSW.” “The association could also curb the problem of mushrooming of private social work colleges without adequate infrastructure for quality social work education.”

Right-Wing Populism and Social Work: Contrasting Ambivalences About Modernity [94] This is a machine-generated summary of: Ife, Jim: Right-wing Populism and Social Work: Contrasting Ambivalences About Modernity [94] Published in: Journal of Human Rights and Social Work (2018) Link to original: https://doi.org/10.1007/s41134-018-0064-5

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Copyright of the summarized publication: Springer Nature Switzerland AG 2018 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “This paper explores the contradictory relationships of both social work and rightwing populism to Enlightenment Modernity.” “The paper argues that attempts by social work either to dialogue with or to accommodate the right-wing populist agenda are both futile and dangerous.” “Rather, it is important for social work not only to take a strong stand against neo-liberalism, but to also to articulate significant alternatives to the right-wing populist dystopia, and engage in principled activism, based on the values of social justice and human rights, and to work towards the realisation of such alternatives at community level.” Modernity and Right-wing Populism “Right-wing populism can be seen as a form of fundamentalism, and, like other fundamentalisms (see Sim [6]), is both a retreat from and a retreat into Modernity.” “Retreating from the threats of Modernity, it harks back to pre-Enlightenment times, with its strong acceptance of conservative religion—especially, in the West, fundamentalist Christianity—and its denial of intellectual inquiry and the secular rationality of science (as evident in its mistrust of evolution, of climate change, and of expertise in general).” “Right-wing populism is a reaction to Modernity in that it represents a retreat into an earlier apparently more comfortable world, a fantasy past that is romanticised, but that in reality was only made possible by the oppressions of class, race, colonialism, gender, sexual identity and physical and intellectual ability.” “Right-wing populism is also a retreat into Modernity, in the face of an increasingly post-Modern world.” Modernity and Social Work “This has caused problems for social work, in that it has replicated the problems of modernity: the disempowerment of the recipients of social work services in the name of professional expertise, the blindness to diversity, the colonialist practice that has resulted from the imposition of a single implicit world view, the inherent racism and patriarchy that inhabits the structures of modernity and so on.” “There is also, however, some ambivalence in social work towards its heritage of Enlightenment Modernity.” “The reality of social work is a long way from the ordered certainty of Modernity, and many social workers understand that seeking to impose the

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one-size-fits-all solutions of Modernity through managerialism and technocratic evidence-based ‘intervention’, does not fit well with the reality of people’s lives.” “While social work institutionally has largely located itself within the tradition of Enlightenment Modernity, the reality of practice, for many social workers, is rather different.” Commonalities, and a Possible Dialogue? “There are three areas where social work and right-wing populism share some commonalities.” “The second area of commonality is that social work and right-wing populism are united in their opposition to neo-liberalism.” “The problem for social work is that right-wing populism has been successful in presenting itself in public as the only possible alternative to neo-liberalism, and has attracted followers accordingly.” “The third area where right-wing populism and social work have much in common is their ambivalence about globalisation, as mentioned earlier.” “Both social work and right-wing populism, while having some concerns about globalisation, have sought to establish their own global networks and to embrace alternative globalisations.” “There is no doubt that right-wing populism represents a negation of many of the values on which social work is based, and is a serious challenge to those seeking to practise social work and to establish a future based on principles of social justice and human rights.” Dialogue and Reasoned Argument “Rational dialogue with right-wing populism is effectively a contradiction.” “Reasoned argument and nuanced analysis are not generally welcome in the right-wing populist movement, given its tendency to anti-intellectualism, its appeal to ‘common sense’ and the assertion of apparently self-evident truth and simplistic solutions.” “If social workers attempt to dialogue with right-wing populists, they may well place themselves in a position of well-intentioned weakness allowing right-wing populism to control them.” “Social workers need to accept that dialogue with the fundamentalist right wing is simply not possible.” “There is, indeed, the danger that social work principles (such as maximising participation, building social movements, ‘power to the people’) may be co-opted by right-wing populism to promote its right-wing agenda, as they develop their own version of social movements.” “Social work processes can be co-opted to serve and legitimise particularly nasty agendas, and this is another danger of ‘dialogue’ and of social work being seen to allow right-wing populism any legitimacy.”

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Other Social Work Responses “Rather than attempting to engage with right-wing populism, or to work in programs reflecting extreme right ideology, a more fruitful direction for social work is to seek to establish, validate and support strong alternatives, based on the primacy of human rights, social justice and diversity.” “If right-wing populism becomes electorally successful and can form governments social work will face either a significant loss of resources, or strong pressure to conform to a right-wing agenda, or both.” “In order to counter the increasingly universalist narratives of right-wing populism, social work does need to embrace some form of universalism or globalisation from below (Brecher & Costello [7]), even if it is heavily nuanced, given the need for all humans, and indeed non-humans, to live together in one world.” “Social work must also ensure that it moves beyond simply rational, analytical and logical argument in trying to get its message across and articulate an alternative vision to the dystopia of right-wing populism.” [Section 6] “In any discussion of right-wing populism and social work, there is a danger of generalisation.” “There is no need, in this journal with a social work readership, to discuss further the complexity of ‘social work’, but it is important briefly to consider the complexity of right-wing populism.” “In their analysis of right-wing populism in the USA, Berlet and Lyons [8] describe the phenomenon as ‘producerist’ politics.” “This contradictory relationship between social work and right-wing populism will be taken up later in this paper.” “The rise of right-wing populism represents a serious challenge for social work.” “This paper will explore the contrasting relationships of right-wing populism and social work to Enlightenment Modernity.” “Both right-wing populism and social work represent reactions to the challenges of Modernity, both rejecting and embracing Modernity, but each chooses different elements to reject, and different elements to embrace.”

School Social Work and the Human Right to Education [95] This is a machine-generated summary of: McDavitt, Karen; Tarrant, Jacquie; Boxall, Kathy: School social work and the human right to education [95] Published in: The Australian Educational Researcher (2018) Link to original: https://doi.org/10.1007/s13384-018-0278-7 Copyright of the summarized publication: The Australian Association for Research in Education, Inc. 2018 All rights reserved.

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If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Drawing on findings from recent research in primary schools in regional Australia, this paper raises the question of Australian school students’ human right to an education and explores the role that school social workers can play in upholding this right.” “Discussion draws on international research, including studies that examine the outcomes of employing suitably qualified School Social Workers who can foster links and networks between student, family, school and community.” Introduction “This paper discusses research that explored the experiences of five Bachelor of Social Work students who undertook field placements in regional government primary schools in the South West of Western Australia.” “Findings from the research suggest that school social workers may have a role in upholding children’s human right to an education.” “The human right to education is not normally discussed in well-resourced first world countries; but this research indicates that, where students are not receiving the supports they need beyond the school, their human right to education may be compromised, even in Australia.” “The paper begins by discussing the Australian policy context and the development of school social work.” “It then considers the capacities for social workers to build social capital within the school environment, before exploring notions of human rights in relation to education and discussing the methodology employed in the study and its findings.” Policy context “Education is also shaped by a nation’s policy and legislation and in May 2016, Australia’s Liberal-National Party Coalition Government released details of a policy document, Quality Schools, Quality Outcomes, which argued that increased funding does not correlate with better education outcomes.” “The chaplaincy program allows both private, religious-based schools and secular public schools to apply for funding up to $20,000 per annum to employ a chaplain to tend to the spiritual, religious and social and emotional wellbeing needs of those within the school community (Department of Education and Training [9]).” “With a change of government, under the Abbott Liberal leadership it reverted to chaplains only, with funding being delivered to the states and territories (Department of Education and Training [9]; Isdale and Savulescu [10]).” “Concerns remain regarding the scope of chaplains and their professional ability to handle the most common issues brought to them (Isdale and Savulescu [10]),

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such as those detailed in the Australian Association of Social Workers’ (AASW) Practice Standards for School Social Workers.” School social work “At the primary level, school social work is concentrated on prevention and practice is targeted at the broader community.” “They note the value of building social capital and argue that a key way of improving outcomes for rural students, in both education and employment, is through the mobilisation of community resources targeted towards disadvantaged rural youth, along with the development of more robust links and relationships between school and family.” “The social worker plays an important role in facilitating the links between the school, community, students and parents.” “Such links are crucial in breaking down barriers to educational achievement. (p. 245) School social work has been introduced and developed across many countries, such as Denmark, Norway, China, the US and UK (Barrett [11]; Hatta [12]).” “Whilst the skills required for school social work may be transferrable from other fields of social work practice, it has been argued that, to be effective, school social workers need educational expertise.” Education as a human right “The right to education is enshrined in a number of instruments with the human right to a primary, or basic education for children as the focus.” “Article 26 of the Universal Declaration of Human Rights (UDHR) states that education is a right for all and that it should be free in the elementary, or primary years.” “There is continuing debate as to whether human rights are universal or relative; in the developed world, reform has been taking place for some time around inclusive and equitable access to education, whilst in developing parts of the world there is still the fight simply for provision of a basic education (Armstrong and others [13]; UNESCO [14]).” “Australia has a public education system that is “compulsory and available free to all”, as set out in article 28(1) of the Convention on the Rights of the Child (Australian Institute of Family Studies [15]; United Nations Human Rights [16]).” Methodology “This study explored the experiences of five Bachelor of Social Work students who each undertook a field placement in one of the three regional government primary schools in Australia in 2015 and sought to answer the research question: ‘Is there a role for social workers in regional primary schools in the South West of Western Australia in relation to identifying and addressing external barriers to education?’” “School staff (three school principals and two deputy school principals) also participated in the research; plus one external field educator who provided social work supervision for all five students.”

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“Social work students were asked to talk about their experiences on placement; their observations of factors that may have impeded school students’ learning and their understanding of their role as a student social worker placed in a school setting.” Findings “The term ‘relationship’ was used by all participants when discussing the social work role; in particular, social workers forming relationships with students, families, parents, caregivers, teaching and school leadership staff, other school support staff, agency and government departments and the broader community.” “The person who is impacted the most is the child and that’s where the role of social worker [comes in] to actually link community support to vulnerable home [which] is going to have a beneficial effect on the child. (School staff 3) As with Barrett’s [11] research, participants identified that social workers in schools can be facilitators, brokering arrangements to bring support agencies into the school, as and when required, or provide access for parents to utilise these resources.” Discussion “This brings into stark focus the gaps that exist in the support being offered to families and the access the families, and schools, have to community services, hence impeding the development of social capital; thus there is a known impact on the child’s opportunity to access education.” “This is despite a clear statement within the Australian Education Act [17, p. 2] which asserts: Strong partnerships across the broader community are necessary to support all school students, including partnerships between teachers, parents, carers and families, not-for-profit and community organisations, and employers.” “If children are enrolled in school, but not engaged fully in the process of education, can a country such as Australia claim that Article 26 of the Universal Declaration of Human Rights (UDHR), Article 13 of the International Covenant on Economic, Social and Cultural Rights (ICESCR) and Article 29 of the Convention on the Rights of the Child (CRC) are being observed?” Conclusion “This study posed the question: ‘Is there a role for social workers in regional primary schools in the South West of Western Australia in relation to identifying and addressing external barriers to education?’” “Findings from the study indicate that school staff and social work students identified a broad range of external barriers to students’ education in the three primary schools where the research took place.” “The findings from this study suggest therefore that there is a role for social workers in regional primary schools in the South West of Western Australia and presumably further afield where children and communities experience similar barriers; and furthermore, that that role could extend to upholding the human right to education for those children who experience external barriers to education and, as a result, are denied the opportunity to engage fully in the process of education.”

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Human Rights in Chilean Social Work: Lessons from Chile to Prepare Social Work Students for Human Rights Practice [96] This is a machine-generated summary of: Donoso, Gabriela Rubilar; Valderrama, Caterine Galaz; LaBrenz, Catherine A.: Human Rights in Chilean Social Work: Lessons from Chile to Prepare Social Work Students for Human Rights Practice [96] Published in: Journal of Human Rights and Social Work (2020) Link to original: https://doi.org/10.1007/s41134-020-00156-8 Copyright of the summarized publication: The Author(s) 2020 License: OpenAccess CC BY 4.0 This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecomm ons.org/licenses/by/4.0/. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “This article presents findings from two studies conducted in Chile to examine the link between human rights and social work practice.” “The focus of this paper was to explore the role of undergraduate education in preparing future social work practitioners for human rights practice.” “Data from a qualitative longitudinal study to understand the role of social workers during the dictatorship in Chile (1973–1989) were used; then, in October 2019, as civil unrest and police and military brutality erupted across the country, the authors created a commission to register and document narratives and testimonies of current human rights violations in Chile.” Human Rights in Chilean Social Work “The first formal social work school in Chile emerged in 1925, shaped by its focus on human rights.”

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“Although neoliberalism and policies under the dictatorship colonized knowledge production in some areas of social work, some schools and professionals became re-committed to resistance and human rights (Castañeda and Salamé [18]).” “One consideration for human rights in social work practice in Chile is that many current practitioners are part of the “children of the dictatorship” generation.” “Prior literature has evidenced that the period between 1973 and the late 1980s consisted of a pioneer movement in social work in Chile as the discipline confronted a dialectical process of adapting to neoliberal policies while grappling with ongoing human rights violations (Healy [19]).” “These new human rights violations and the social work response come within four years of the re-opening of social work at the Universidad de Chile, a school that was forced to close during Pinochet’s dictatorship and re-opened in 2015.” Current Study “The first period consists of the professional strategies and actions taken to address grave human rights violations during the Chilean dictatorship (1973–1989) and the researchers explore how this changed the role of the discipline.” “Of post-dictatorship civil unrest, the current generation of social workers is being formed and as such, our discipline must prepare them to be champions of human rights.” “This intersection of generations at a joint collective action can lead to social movements.” “Given the current social and political crises in Chile, the current social movement has connected current human rights violations and actions to address them to those in the dictatorship and during the transition to democracy (Artaza [20]; Matus [21]).” “Current social movements in Chile reflect past strategies to organize and defend human rights, while adding new strategies such as social media advocacy (Somma and others [22]).” Methods “Utilizing a narrative approach, the authors of this study interviewed social workers as part of the longitudinal study to examine the link between human rights and social work over time.” “In this complementary study, the authors also utilized a narrative approach to gather testimony both as a therapeutic means and as a way to preserve memory and document human rights violations of Chilean citizens and residents.” “The current paper includes 52 biographical interviews conducted among Chilean social workers from distinct generations in the longitudinal study, as well as 80 testimonies of police and military violence between October, 2019, and December, 2019, that were overseen by academics and 20 social work students at the Universidad de Chile.”

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Results “In a follow-up interview, despite having incorporated content related to human rights in undergraduate courses, this participant reported a need to include more indepth content on human rights: … we are conducting research in schools of social work that are recognized by the Ministry of Education, and have been analyzing their content related to human rights, related to human rights and the gap that still exists between that content and the standards that the Institute for Human Rights has established […] So, our study examines what gaps exist.” “Over the course of thirty years, these two testimonies highlight advances in the formation of human rights in undergraduate social work programs.” “To incorporating human rights content into social work curricula, the second theme that emerged was creating collaboration in the field.” Discussion “These experiences with human rights intervention and memory are crucial to include in social work formation to prepare future practitioners for issues in the field and in practice settings.” “It is increasingly important to integrate human rights into social work pedagogy and prepare students to critically reflect on situations that may arise in field and champion human rights practice.” “By modeling critical reflection and providing pedagogical space to process this in the classroom, social work students can learn to identify patterns of oppression that may lead to human rights violations and work to address these in practice.” “The recent events in Chile highlight the importance of integrating more human rights content into social work curricula across the world—not just in countries with recent histories of human rights violations.” “These practices are particularly important for social work students and practitioners in other countries that may have less recent experience addressing human rights violations within their borders.” [Section 6] “This paper presents the process that leaders from the School of Social Work at the Universidad de Chile undertook to document narratives of human rights violations during two main periods of unrest in Chile: The first of which was during Pinochet’s regime from 1973 to 1989 and the second from October 2019 until the present, during the estallido social.” “Social work has emerged across the globe as a response to social inequities and a commitment to human rights (Deegan [23]; Reininger [24]).” “While human rights are essential to global social work, they have particular relevance in the developing world and during Latin American dictatorships and periods of civil unrest, as these contexts have driven social work ethics and professional responsibility in addressing and remedying human rights violations (Moljo and Moljo [25]; Netto [26]; Quiroz [27]; Aguayo and others [28]).”

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‘Revenge Porn’ and Women Empowerment Issues: Implications for Human Rights and Social Work Practice in Zimbabwe [97] This is a machine-generated summary of: Mafa, Itai; Kang’ethe, Simon; Chikadzi, Victor: ‘Revenge Porn’ and Women Empowerment Issues: Implications for Human Rights and Social Work Practice in Zimbabwe [97] Published in: Journal of Human Rights and Social Work (2020) Link to original: https://doi.org/10.1007/s41134-020-00118-0 Copyright of the summarized publication: Springer Nature Switzerland AG 2020 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “While it has been widely acknowledged that women subjugation through revenge porn is a reality in Zimbabwe, this has not been met with the radical policy reformations that the challenge demands.” “The paper underscores the urgent need to enact laws that would provide a clear legal and policy framework for dealing with revenge porn in Zimbabwe.” Introduction and Background “A newer form of gender-based violence in the form of revenge porn appears to increasingly take a toll, diluting hope for women in Zimbabwe (Dube [29]; Gambanga [30, 31]).” “It is the inextricable relationship between women’s subjugation with socioeconomic factors such as psychological challenges, loss of social capital, and loss of income which has prompted the undertaking of this study in order to discuss the implications of revenge pornography on women’s rights from a social work perspective, in an attempt to emphasize on the need to uphold women’s rights in private and public spaces.” “Due to a patriarchal leaning dominant in Zimbabwe, it can be argued that this trend is gendered because it is the men who usually use revenge porn on women, subjecting them to psychological, financial, and emotional harm (Dodge [32]; Chiarini [33]).” “The emergency of revenge porn has therefore been found to compromise women empowerment efforts and the status of women in Zimbabwe, hence the need for efforts to tackle it.”

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Methodology “Focus groups were used to gather qualitative information from the representatives of women-NGOs, while individual interviews were utilized with revenge porn survivors who were the recipients of services from women-NGOs and with key informants from various stakeholders dealing with women’s issues in Zimbabwe.” “For the focus group discussions, 20 directors of women-NGOs were included as they had in-depth information about the forms of social and human rights violations that women in Zimbabwe bring to their organizations.” “Seventeen survivors of sexual exploitation were included in the study as they are recipients of women-NGOs’ services and they have firsthand experiences regarding revenge porn.” “The key informants were one each from the Ministry of Women Affairs, Development and Women Empowerment in Zimbabwe (the custodian of mainstreaming gender issues in Zimbabwe), one from the Ministry of Financing to discuss the government’s budget for gender issues and also on information pertaining to the financing of women-NGOs in Zimbabwe), and one reputable human rights activist (because of her extensive knowledge about the forms of women subjugation in Zimbabwe and the efforts being made by women-NGOs to empower women).” Findings and Discussion “The findings also revealed that patriarchal attitudes were facilitating revenge porn as discussed below: The current study also revealed that patriarchy was promoting revenge porn, violating women’s rights on social media.” “How do you control what people send from their mobile phones? (FGD 2, NGO 13) and Honestly, I do not know how the Act can be practically implemented in order to protect the vulnerability of women from their ex-boyfriends or whatever...we have to understand that every good thing has its own disadvantages. (FGD 1, NGO 5) Nyasha’s case is a testimony which reveals a level of despondency and vulnerability due to the inability of the law to protect victims of revenge porn.” “The findings from the previous discussion clearly indicate the violation of various women’s rights in Zimbabwe through revenge porn, gender stereotypes, and the subordination of women.” Conclusion “It has been established that revenge porn is an outright infringement of women’s rights which also weakens the efforts that women-NGOs are making to bring Zimbabwe to a state of gender parity.” “The government of Zimbabwe, together with other gender-friendly stakeholders, needs to acknowledge the impact of revenge porn as far as the dignity, the rights, and worth of women in Zimbabwe is concerned.” “Through social reform and everybody being responsible enough to desist from pressing the “send” button, the trending of revenge porn materials will be reduced, thereby upholding the rights of women as human rights.”

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Research Informed Competencies for Human Rights Field Education in Social Work [98] This is a machine-generated summary of: Noyori-Corbett, Chie; Moxley, David P.: Research Informed Competencies for Human Rights Field Education in Social Work [98] Published in: Journal of Human Rights and Social Work (2021) Link to original: https://doi.org/10.1007/s41134-020-00145-x Copyright of the summarized publication: Springer Nature Switzerland AG 2021 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Using four research projects completed since 2016, the authors highlight the importance of social work field education in human rights and illuminate potential core competencies that are relevant to students’ learning about human rights violations that can occur during forced migration, including refugee transit and resettlement.” “The four competencies the authors came to identify through their research are relevant to helping students develop as social work professionals engaged in human rights protection and advancement.” “Another structure is the human rights intervention design workshop in which students can work collaboratively with others, particularly those who have experienced forced migration and ensuing rights violations, in creating innovative community support systems, particularly for resettlement.” Introduction “That people are on the move today at a magnitude outstripping the volume of people displaced after the second World War (United Nations High Commissioner for Refugees (UNHCR) [34]), underscores the importance of procedural and substantive human rights as a focus of practice within the social work profession.” “As the authors emphasize in this paper, the human rights perspective is not yet well established in American social work, making it somewhat marginalized as a curriculum movement within social work education and reducing its salience in field education.” “They underscore the importance of a human rights perspective and framework in social work, and the authors consider the importance of field education for facilitating the competence of social work students to incorporate a human rights perspective within their professional identities, and to enact human rights action within their practice.”

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Students’ Experiential Learning of Human Rights Violations “In field education, the idea of the social worker as an observer of people’s troubles may be inadequate for understanding the human rights of migrants, particularly those who experience forced migration, given the considerable shift in migration occurring internationally (from one country to another) and globally (from one region of the world to another).” “Witnessing within field education requires students to understand substantive human rights frameworks and apply those in their witnessing of injustices typically found in what Moxley and colleagues [35]) refer to as “narratives of plight.”” “Witnessing the plight of people as a result of substantive human rights violations constitutes a powerful form of social engagement between a social worker and someone who experiences rights violations.” “Preparing students for their engagement of witnessing can be a critical aspect of social work field education when the focus of practicum is human rights.” Challenges Facing Human Rights Education in Social Work “Both social and economic justice are closely related to human rights, now considered one of the core competencies in social work, and with which social work students are mandated to gain related knowledge and skillsets needed to work with those whom they help in the future (Council of Social Work Education (CSWE) [36]).” “Nor do CSWE requirements speak to ensuring that students understand roles, ethics, and practices within a framework of witnessing, which the authors argue is essential to human rights practice.” “Few schools of social work adopted human rights-related concepts until the advent of CSWE’s 37 Educational Policy and Accreditation Standards (Davis and Reber [38]; Steen and Mathiesen [39]).” “Transformation of perspective will empower a learner in social work and that empowerment can, in turn, potentially transform them into a human rights activist (Pantazis and Pantazi [40]).” Learning about Human Rights in Field Education “Field education is one platform of social work pedagogy helping students connect theory and practice (CSWE 37).” “Field education is an opportunity for social work students to connect human rights and social and economic justice by focusing on rights-based education.” “To do so, it is likely best that human rights and their codification are central to the early period of social work education.” “The identity of a social work student can shift when they embrace and internalize broad features of rights as an animating force of justice.” Competencies for Social Work Students Through Field Education in Human Rights “The framework for human rights education in social work field instruction that follows is a product of the author’s collaboration in research addressing forced

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migration, human trafficking, refugee social services, resettlement challenges refugees face, and community support for resettlement.” “The four studies informing the competencies the authors offer in this paper incorporate multiple methods involving either quantitative, qualitative, or alternative methods they have brought into community engaged, participatory, or culturally sensitive approaches to capturing data in the collaborative areas of their research.” Competency in Recognizing and Labeling Human Rights Violations “The authors came to appreciate the narratives of plight these women faced in reaching their resettlement destination, and the actual narrative research findings influence their framing of the competency they subsequently identify in this paper as “recognizing and labeling human rights violations.”” “Given the complexity of human rights practice in social work, students in field can become competent in recognizing and labeling human rights violations people experience.” “If students have policy and human behavior courses facilitating their understanding here, and their competence in recognizing human rights violations, the field experience can build on this foundational knowledge and insight.” “Bringing human rights violations into assessment can enable social work students to expand their approach to understanding human issues and their consequences that reflect the vulnerability of people who experience the absence of rights and/or the violation of their rights.” Competency in Understanding Positive and Negative Human Rights as Protective Factors “As social work students learn to engage in concerted advocacy for and with people who are vulnerable, within field education, it is probably wise that they learn how to differentiate positive and negative rights, since this binary reflects the duality in social work practice involving the protection or advancement of people’s rights.” “Field education in human rights for social work students will offer them possibilities for understanding how systems of action can respond to gross or even subtle rights violations, or for working with institutions, particularly ones oriented to legal responses or legislative ones, in the creation of new rights for a particular class of individuals that advance provision of benefits, entitlements, and opportunities.” Competency in Witnessing the Plight of People Resulting from Human Rights Violations “This study illuminates how important it is for social work students to identify human rights violations when interacting with people who experience forced migration, and assess substantive human rights violations, describing them in narrative detail from the perspective of the person who has experienced such violations.”

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“As with the previous two studies, the authors underscore the importance of social work students in serving as witnesses of the plight of people who experience human rights violations.” “Students involved in the authors’ various research projects work within a framework of witnessing that involves understanding the plight of people beginning in their country of origin in which they experience threats and violations and related deprivations that motivate them to leave their country, take flight and typically navigate hostile terrain largely using their own devices and ingenuity, cross borders, gain access to refugee camps, survive in those camps, and gain access to a host country, an event that can occur quickly after long waits in a refugee camp, and with little preparation.” Competency in Appreciating the Systemic Causes of Human Rights Violations “This study amplifies the systemic features of human trafficking, specifically FSTHT, and complements two of the other studies the implications of which are a need to equip social work students with an understanding of the systemic features of human rights violations that are products of forced migration, especially of women and children.” “Social work students can benefit from understanding such systemic factors as they come to appreciate that there are distinctive organizational responses to victims and survivors of human rights violations, and clinical and advocacy implications of such rights violations.” “The social work student in field can gain from understanding systemic causes of the issues people face because of weak or nonexistent system of human rights.” “For the student, a clear understanding of systemic human rights violations can deepen their understanding of the wounds people possess when rights are weak or nonexistent.” Implications for Human Rights Field Education in Social Work “The authors’ principal recommendations pertain to structuring the human rights practicum in social work.” “The two structures the authors offer are the human rights observatory, and the human rights intervention design workshop.” “The authors consider these structures because they offer contexts in which social work students can gain competencies in working with people who experience human rights violations, develop their understanding of human rights violations, and create interventions potentially useful in helping people who have experienced human rights violations.” The Human Rights Observatory “The human rights observatory is a principal means for immersing students in the contexts in which they will interact with people who experience such violations.” “The observatory can equip students with skills for interacting with people who have experienced human rights violations and of working directly with the people who support their resettlement.”

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“The observatory offers students opportunities to observe directly human rights violations by learning firsthand about the arrival of people in the host country and the arduous journeys many made that culminated in permanent residency.” “The observatory is the first step social work students can take in witnessing human rights violations, and coming to understand emotionally and cognitively how people experience those violations during their departure and transit periods of their journeys.” The Human Rights Intervention Design Workshop “The authors refer to this as the human rights intervention design workshop, which can be an explicit structure of a practicum in human rights.” “The authors have tested this workshop several times (Noyori-Corbett and Moxley [41, 42]), and have undertaken design workshops with refugees themselves in order to identify the qualities of the support systems they want for themselves, like a cultural center.” “Students can connect directly with refugees in the design process and can use alternative media like the arts to co-create social service structures and social support opportunities the design of which is normally left to professionals (NoyoriCorbett and Moxley [41]).” Synergies Between the Observatory and Design Workshop “Both the observatory and the design workshop can cohere into an ongoing support system that augments the field education of social work students.” “Human rights education is a complex area of social work pedagogy.” “Social work is not necessarily a newcomer to human rights education, but it can do more in expanding the preparation of social work students who as degreed professionals will likely interact with people who have experienced the abridgement of their humanity and well-being.” “Field education is an important element of human rights education in social work and should be prioritized in any curriculum preparing social work students for human rights practice locally and globally.”

How Social Workers Can Use a Human Rights Approach to Disasters: Lessons Learned from the International Community [99] This is a machine-generated summary of: Barney, Robert: How Social Workers Can Use a Human Rights Approach to Disasters: Lessons Learned from the International Community [99] Published in: Journal of Human Rights and Social Work (2019) Link to original: https://doi.org/10.1007/s41134-019-00111-2 Copyright of the summarized publication: Springer Nature Switzerland AG 2019 All rights reserved.

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If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “A growing trend has been to apply a human rights approach to disaster management, which emphasizes human dignity, participation, equitable use of resources, transparency, accountability, and the obligations of governments to protect people’s rights during disasters.” “I introduce the reader to the human rights approach, and international human rights bodies that have operated during disasters, as well as to the international laws and guidelines that have been produced by these bodies in relation to disasters.” “I make a case for why social workers should consider using a human rights approach to disaster management, and discuss how social work practitioners, researchers, and advocates can promote this approach in their disaster-related work.” Introduction “The social work literature has begun focusing on resiliency in relation to disaster management.” “Although social workers have emphasized the importance of resiliency in the context of disasters, a recent trend in the broader academic community has been to utilize a human rights approach when addressing disasters.” “Only a few articles authored by social workers were found that pertained to human rights and disasters.” “I discuss how social workers can apply a human rights approach to disaster management.” “I examine how human rights have been applied to international disaster management strategies, giving examples of how this approach has been successfully implemented, as well as the ongoing challenges for human rights advocates.” “I discuss the relevance of this human rights approach to the social work profession, and examine how social workers can incorporate this approach into their disaster advocacy and practice.” What is a Human Rights Approach? “Humanitarian assistance and its charity-based approach to addressing disasters has also historically paid less attention to human rights protections (Lewis, [43]) and the legal obligations of state governments during disasters (IASC, 2011).” “Although an in-depth analysis of the difference between the charity-based approach of humanitarian assistance and a human rights approach is beyond the scope of this paper, a couple of resources are available that provide these analyses (See Gatenio Gabel [44], as well as Mapp and others [45]).”

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“It is believed that five key principles help to provide a framework for a human rights approach to social work practice (Mapp and others [45]).” “The benefit of using this combined framework is that both the social policy features of Gatenio Gabel’s model and the social work practice features of Androff’s model can be used to provide a comprehensive analysis of the use of a human rights approach for disasters.” Human Rights Law and Disasters “Although the international community has published a variety of binding human rights treaties, relatively few of these treaties have been directly applied to disasters.” “The first human rights document to address disasters was the United Nations High Commissioner for Refugees (UNHCR) Guiding Principles on Internal Displacement (UN High Commissioner for Refugees (UNHCR) [46]).” “Although this document applies human rights to disasters, this set of guidelines is limited by it not being a binding international treaty, by how few nations have put laws into place to support these principles (Ferris, [47]), by how some local governments have no awareness of these guiding principles (McHattie, [48]), and by how it is not applied to those displaced across borders (UNHCR).” “To the United Nations’ efforts, regional human rights bodies have taken action to apply a human rights approach to disasters.” “In other instances, regional courts have taken action to develop case law as it pertains to human rights and disasters, helping to hold governments accountable for rights violations.” Applying a Human Rights Approach to Disaster Management “Although the effectiveness of climate change litigation has been questioned, there have been instances where regional human rights courts have awarded damages to individuals whose human rights had been violated in the context of disasters, because governments had failed to mitigate risk.” “Although the disaster management approaches that are outlined by the Sendai Framework provide a strong set of recovery priorities for national governments and international partners, researchers have found that human rights violations have been problematic during these longer term recovery efforts.” “Despite the human rights violations that have occurred in the context of disaster recovery, efforts have been made to hold government officials accountable for these violations.” “What this case helps to make most clear is that attempts to hold government officials accountable for human rights violations during disaster recovery are a task to be undertaken by international or regional human rights courts, and also a responsibility of national courts as a first line of defense in upholding a human rights approach.”

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Discussion “Attempts to use this human rights approach for disasters complements existing advocacy efforts of social workers.” “To help forward a human rights approach to disasters, the help of social work advocates will be needed.” “Social workers need to be involved at a macro level in advocating for a human rights approach to disasters in international law Typically, human rights law includes binding agreements between nations in the form of conventions and treaties.” “Social workers can help advocate for further disaster-related guidance (or “soft law”) built on a human rights approach which can help to ensure the utilization and prioritization of this approach among agencies and governments involved in disaster management efforts.” “Social workers have to begin advocating in their home countries to promote the realization of human rights during disaster management, arguing for policies that uphold this approach, prioritizing rights as part of disaster mitigation, preparation, response, and recovery efforts.”

A Rights-Based Approach to Social Work in Jails [100] This is a machine-generated summary of: Rossiter, Erin; McPherson, Jane: A Rights-Based Approach to Social Work in Jails [100] Published in: Journal of Human Rights and Social Work (2018) Link to original: https://doi.org/10.1007/s41134-018-0080-5 Copyright of the summarized publication: Springer Nature Switzerland AG 2018 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Safeguarding rights is a critical duty for social workers in jail settings where human rights violations are prevalent and can be divided into two general categories: (1) when holding someone in jail violates their human rights and (2) when the treatment provided within the jail violates human rights.” “This paper will address these areas of concern, and then focus on how rightsbased approaches to social work are currently practiced and can be expanded by collaborative public defense teams including those that work with clients who could be sentenced to death.”

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“Employing these strategies, social workers can strengthen individuals, as well as our human societies.” A Rights-Based Approach to Social Work in Jails “Rights violations in jail settings present US social workers with clear opportunities (as well as the ethical duty) to apply the human rights lens to casework involving this disenfranchised population (Mapp [49]; McPherson, Siebert, and Siebert, D. [50]).” “Social workers involved in public defense practice are uniquely positioned (1) to investigate how jailed individuals are impacted by violations of their human rights and (2) to influence a creative, rights-based response at both the individual and community levels (Ife [51]; McPherson [52]).” “Using a rights-based approach, social workers in jail settings can meet their ethical duties and improve practice with this marginalized population.” “This article will conclude with an urgent call for more research on rights-based practice methods and complementary therapeutic approaches with jailed clients who confront human rights violations.” A Snapshot of US Jails and Human Rights Violations “Jails are community-based facilities that are designed to incarcerate individuals on short-term bases and/or to detain them before trial.” “On any given day, over 740,000 individuals are held in US jails, and many of them have already been sentenced—that is, in the USA, many jails are actually functioning as prisons (Minton and Zeng [53]).” “These individuals experience punishment—incarceration that separates them from family, community, employment, etc —based on presumptive guilt despite their constitutionally protected and human right to be presumed innocent (U.S. Const.” “Jailed individuals whose rights are violated also may suffer cruel and unusual punishment and due process violations despite constitutional and international protections (U.S. Const.” An Introduction to Public Defense Social Work “Public defenders are key collaborators for forensic social workers who wish to take a rights-based approach to practice (Steinberg 54; Buchanan and Nooe [55]).” “Several landmark legal developments led to the emergence of public defense as a harbor for social workers and social work values in the US criminal justice system (Senna [56]; Reamer [57]; Steinberg [54]; James-Townes and Chandler [58]; Buchanan and Nooe [55]).” “The US Supreme Court guaranteed the right of people living in poverty to receive highly qualified and “zealous” legal advocacy in its Gideon v. Wainwright [59] decision.” “This ruling gave rise to public defense agencies, which today serve the same indigent population that social workers are duty-bound to protect (NASW [60]; Senna [56]).”

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“Article 14 in the ICCPR encompasses the right to public defense and adequate legal representation (UN 61).” “In 62, the US Supreme Court ruled in Estelle v. Gamble that inmates in jails must have access to medical care and any physician-ordered treatment.” Rights Violations and Social Work Opportunities in Jails “For jailed individuals, visits with their attorneys and social workers are distinct from the rest of their activities because these conversations and other communications are shielded by attorney-client privilege.” “Over the course of many visits, social workers and attorneys become witnesses to the conditions at these facilities and are ethically called on to advocate for their clients’ appropriate treatment (Schroeder [63]; Steinberg [54]; Andrews [64]; Baylor [65]).” “These situations call on social workers to move beyond their roles as mitigation specialists and use their clinical skills to help clients get appropriate treatment for mental illness, or simply to process their shame, guilt, and pain.” “Solitary confinement causes psychological damage, cognitive distress, and memory impairment that can have lifelong effects; in the short term, the distress caused by solitary confinement can negatively influence the quality of communications between those clients and their lawyers and social workers (Baylor [65]; Social Workers Against Solitary Confinement [66]).” Practicing Rights-Based Social Work in Public Defense “While legal and advocacy approaches to human rights practice generally emphasize the use of treaties as the central tools in their work, rights-based social work practice focuses on the human rights principles (Androff [67]; McPherson [52]; UN Development Program [68]).” “Working with jailed individuals, the public defense team works alongside clients to help them develop the capacity to claim rights actively being denied, as rights-based practices and human rights principles are carried into the public defenders’ legal frameworks.” “Attorneys, social workers, and investigators who work together on these kinds of defense teams confront rights violations (and meet their obligations as duty bearers) by (1) scrutinizing the treatment of individuals in jail settings, especially in those jails found to be violating human and civil rights; (2) challenging treatment that violates individuals’ rights; (3) implementing therapeutic interventions and techniques consistent with human rights principles that can be safely deployed in jail settings; and (4) building client capacity and supporting their legal advocacy.” Using the Human Rights Lens in Jails “A human rights lens in social work practice requires that social workers (1) view their clients as rights holders, (2) reframe their clients’ needs as lack of access of rights, and (3) understand social problems as rights violations on a larger scale (McPherson [69]; McPherson and others [50]).”

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“Social workers who see their clients through the human rights lens need interventions or methods that promote their clients’ access to their human rights.” “When working with clients who are accused of crimes for which they could be executed, assessments are expanded beyond the individual client’s immediate concerns and contextualized within his or her larger life experiences, including experiences of discrimination, poverty, violence, social exclusion, and other human rights violations (Andrews [70]; Andrews [64]).” “It is especially important that social workers utilizing rights-based practice methods do not miss opportunities to empower clients to build capacity within their own storytelling process (Schroeder and others [71]).” Personal Narrative as a Human Rights Intervention “Social workers are using rights-based methods with their clients in jails.” “Social workers should seek out interventions that aim directly at restoring dignity, are participatory, and also capacity building (Androff [67]; McPherson [52]).” “Developing a life narrative through testimony therapy could be meaningful in helping clients “build the capacity” to resume their lives in personal, social, and political ways (Cienfuegos and Monelli [72], p. 44), especially when rights abuses and violations have occurred.” “He narrates his own experience as a social worker collecting social histories for the public defender, and writes that he witnessed the “profound impact” that sharing one’s life story could have on an individual as well as the impact restorative justice work could have on a population at large (Androff [73], p. 1).” Discussion and Conclusion “Jail-based human rights violations test both national and international law The NASW’s Code of Ethics (2017) states the mission of social work is: To enhance human well-being and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty. (p. 1) The population in US jails exemplifies social work’s mandate and requires social work attention.” “Rights-based practice is a relevant and useful approach for the complex issues confronting social workers who operate with public defense teams positioned to witness and challenge jail violations and advocate for their impoverished clients’ rights in these community spaces.” “This article focuses on capital case defense work because of its alignment with human rights principles, and its demonstration of rights-based social work practice methods with jailed individuals.”

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A Look in the Mirror: Unveiling Human Rights Issues Within Social Work Education [101] This is a machine-generated summary of: Smith, Dana S.; Goins, Angela M.; Savani, Shahnaz: A Look in the Mirror: Unveiling Human Rights Issues Within Social Work Education [101] Published in: Journal of Human Rights and Social Work (2020) Link to original: https://doi.org/10.1007/s41134-020-00157-7 Copyright of the summarized publication: Springer Nature Switzerland AG 2020 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Using a convergent parallel mixed-methods design, this study explored the financial effect of the field practicum requirement on BSW students.” “The study describes financial burdens and reveals human rights issues affecting nontraditional and underserved students that have answered the call to a career of serving the most vulnerable in society.” Philosophical and Practical Underpinnings “The interest theory of rights (ITR), a human rights theory defined by philosopher Jeremy Bentham, explains that when person “A” has a right to something that is to their benefit and person “B” has the responsibility to provide it but fails to do so, person A’s rights have been violated (Kramer [74]).” “While an examination of this philosophical theory helps one understand how to determine who has rights, what constitutes a violation of those rights, and who is responsible for upholding the rights, a practice theory, namely systems theory, provides an understanding of how one might actually carry out the process of supporting others’ rights within a complex system.” “The philosophical perspective of ITR coupled with an understanding of systems and systemic interventions can serve in a complementary fashion to identify and protect human rights.” Literature Review “In the 75 and 76 Education Policy and Accreditation Standards (EPAS) of the Council on Social Work Education (CSWE), the topic of human rights was included, creating a requirement for social work programs to include human rights content in their competency-based curricula.”

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“These open-access training manuals and books put valuable information in the hands of social work educators, promoting student exposure to a human rights perspective and to human rights actions and strategies.” “Of those articles, the majority focused on higher education in Australia, highlighting burdens (including financial burdens) of students engaged in social work, medical, nursing, and allied health field experiences.” “And because of the paucity of research on the topic, this study aims to identify the financial effects of the Bachelor of Social Work (BSW) field practicum requirement on nontraditional and underserved students and to examine whether the field requirement in any way violates the human rights of students.” Method “This study employed a convergent parallel mixed-methods design to collect and analyze data from quantitative surveys and from qualitative interviews that both focused on the financial effects of the social work field practicum requirement.” “Convenience sampling was also employed in the collection of data via qualitative interviews with current agency field instructors and with faculty who had field practicum responsibilities or who otherwise worked closely with the population of students and alumni targeted for this study.” “There were 37 student and alumni participants surveyed, of which 31 (83.78%) were current field practicum students at the time of data collection and six (16.22%) were BSW alumni that had graduated at the close of the immediate past semester.” “An invitation was also emailed to four social work faculty members with recent responsibilities for field practicum activities, and all four participated in recorded interviews via videoconferencing.” Results “All participants (N = 8) spoke about increased expenses and material costs incurred by students engaged in field practica.” “To comments made about the significant use of personal resources, several field instructors discussed that with students having to work reduced hours in paid employment, there is elevated financial stress on other family members.” “All participants (N = 8) spoke about the significant amount of time that the field practicum requires of students.” “Quantitative results from student data were consistent with the qualitative results from faculty and field instructor data as both highlighted added financial expenses, financial/asset losses, and similar sentiments regarding the use and value of stipends to offset costs related to the field practicum requirement.” Discussion “The results of this study highlight areas of concern within the field practicum requirement that demonstrate failure to promote basic human rights according to our own standards within social work education.”

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“The COA has maintained a policy since 1982 that is based on an arbitrary number of field hours that BSW students are required to complete and there is no evidence that 400 field practicum hours is a gold standard for desired educational outcomes (Raskin and others [77]).” “These changes need to occur because (1) students deserve an educational experience free from injustice, bias, and oppression; (2) maintaining the status quo in social work field education not only hinders a student’s human right to an adequate standard of living (as described in the 2015 EPAS), it is categorically unjust, discriminatory, and oppressive; and (3) it is unacceptable to knowingly continue to stand in violation of the ICESCR for which the USA is a signatory.” Recommendations “Pilot studies need to be conducted to explore effective ways to accomplish field practicum goals for students that are already employed by various social service agencies.” “Future research focusing on poverty-informed educational practices and research exploring strategies to help BSW programs lessen financial as well as nonfinancial burdens of the field requirement is especially relevant at this time.” “To empirical research, the social work academy and profession need to increase awareness of the tremendous value that the BSW degree offers the workforce and push for more BSW field practicum agencies to offer stipends.” “At the program level, we recommend seeking private funding to work toward the establishment of endowments within institutions to supplement or replace students’ income while in field practicum.” “We recommend that programs work closely with financial aid offices to ensure that eligible students access work-study funds for the hours they engage in fieldwork.” Conclusion “This study highlights human rights issues in social work education from the perspective of BSW students, faculty, and field instructors.” “The study provides insight into struggles students faced while fulfilling the field practicum requirement.” “The researchers found that students, faculty, and field instructors were readily able to identify the financial effect of the required field experience.” “The findings of this study demonstrate that an examination of the experience of field practicum students through a human rights lens, unveiled human rights issues embedded in the social work education curriculum.” [Section 8] “As the demand for social services increases, more trained and skilled social workers are required to meet social needs (U.S. Bureau of Labor Statistics [78]).” “Social work education has made strides in preparing students to work with special populations by completing a required field practicum component in community agencies (Hemy and others [79]).”

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“Through these field placements, students gain hands-on knowledge and experience with marginalized populations and the systems that affect them as part of the preparation to become licensed social workers.” “Financial costs related to field practicum coupled with standard educational expenditures place a high financial burden on social work students, who themselves may be of low income.” “Article of the multilateral treaty to which the USA has been a signatory since 1977, the costs previously described represent a violation of the rights of many students choosing to pursue a social work degree.”

Aging and Human Rights: A Rights-Based Approach to Social Work with Older Adults [102] This is a machine-generated summary of: Cox, Carole; Pardasani, Manoj: Aging and Human Rights: a Rights-Based Approach to Social Work with Older Adults [102] Published in: Journal of Human Rights and Social Work (2017) Link to original: https://doi.org/10.1007/s41134-017-0037-0 Copyright of the summarized publication: Springer International Publishing AG 2017 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “The physiological, social and economic changes that commonly impact older adults and frequently contribute to dependency make them vulnerable to having their human rights violated.” “Social workers involved at the micro, mezzo, and macro levels can play key roles in ensuring that private problems are perceived as public issues and that rights are recognized.” “This paper focuses on policies and practice in the USA impacting older adults and the ways in which social work involvement can be critical to ensuring wellbeing and social justice for those among the most vulnerable in society.” Rights and Needs “The United Nations issued The Principles of Older Persons (UN 80) which detailed five areas in which the rights of older people needed to be prioritized and guaranteed: independence, participation, care, self-fulfillment, and dignity.” “These rights include governments promoting human rights instruments and supporting decision making among older people; enabling people to work as long

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as they can and choose, retiring with adequate pensions; assuring that older people have access to the same preventive, curative, and rehabilitative care as others; and ensuring that older people have access to decent housing, supports, and are free from neglect, abuse, and violence.” “At the mezzo level, social work involvement is needed to assure that health services are available and accessible for all groups of older adults.” “Through testimonials, letter writing, and use of the media, social workers can bring attention to the impact that health-care policy has on the health and rights of older adults.” Most Vulnerable Groups of Older People “As the ability of older women to remain secure in their own homes is often dependent on the availability of benefits, their rights remain vulnerable.” “The act would increase federal funding to organizations serving these older adults and their caregivers, collect data on discrimination, include LGBT older adults as a vulnerable population with the greatest economic and social needs under the OAA, prioritize research and development grants for organizations to facilitate access to services, and improve LGBT health and long-term care needs.” “Compared to their native-born peers, older immigrants are more likely to be living in poverty with half having less than $11,000 in individual income per year (Migration Policy Institute [81]).” “The 5-year rule also pertains to the Affordable Care Act (ACA) as coverage is limited to older legal residents who have lived in the USA for at least 5 years.” Discussion and Implications “and national level to work collaboratively. (ii) Engage for-profit businesses and non-profit organizations who depend on older adult consumers in supporting (financially and in-kind) a national movement. (iii) Recruit and train older adults to engage in political action. (iv) Learn from national movements around the globe that are effectively addressing the rights of older adults. (v) Advocate with elected representatives across the country to protect the rights of older adults and enhance their well-being. (vi) Engage media to raise awareness and critical consciousness among the general public. (vii) Collect and disseminate evidence on the impact of social policies on the lives of older adults. (viii) Build a national consensus and action plan to promote the human rights of all older adults As human rights advocates, social workers must ensure that policies are fulfilling rights rather than simply addressing needs.” [Section 4] “A critical repercussion of these life changes that is often overlooked is the impact that they have on the human rights of the older person.”

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“The Universal Declaration of Human Rights (UDHR) passed by the United Nations in 1948 includes five types of rights (Wronka 82): Article 1 Human Dignity; Article 2 Nondiscrimination; Articles 3–21; Civil and Political Rights; Articles 22–27 Economic, Social, and Cultural Rights; and Articles 28–30 Solidarity Rights.” “A key social work challenge is the balancing of human rights with needs while supporting the empowerment and self-determination of people.” “Given the transitions encountered by persons as they age and the impact that these may have on well-being and autonomy, this paper focuses on key policies impacting older adults in the USA, their relationships to human rights, and responding social work challenges.”

Social Work and Human Rights—Linking Two Traditions of Human Rights in Social Work [103] This is a machine-generated summary of: Staub-Bernasconi, Silvia: Social Work and Human Rights—Linking Two Traditions of Human Rights in Social Work [103] Published in: Journal of Human Rights and Social Work (2016) Link to original: https://doi.org/10.1007/s41134-016-0005-0 Copyright of the summarized publication: Springer International Publishing 2016 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Mostly unknown in Europe and perhaps also in other regions of the world is that social work has a tradition of human rights of more than 100 years—first present in writings, second as accounts of and about human rights activists and then getting “institutionalised” in many common documents of the International Association of Schools of Social Work (IASSW), the International Federation of Social Workers (IFSW) and the International Council of Social Welfare (ICSW).” “An International Commission on Human Rights was established.” “As the documents of the three international associations had to be written on a very general, abstract level, I try to show the practical relevance of them for three professional areas, namely first the common ground and overlapping of the client population of social work and the one of the UN called “vulnerable individuals and groups”, second the consequences of the General Statement about “Ethics in Social Work” according the professional mandate with human rights and social justice as central ideas.”

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“One can interpret the addition of social justice in the international definitions of social work as a wise restriction of social work to the “social” aspects of the profession, meaning especially social problems and social rights.” “The article closes with some general guidelines for the further integration of human rights as elements of social work as (critical) profession.” Introduction “Mostly unknown in Europe and perhaps also in other regions of the world is that social work has a tradition of human rights of more than 100 years—first present in writings, second as accounts of and about human rights activists and then getting “institutionalised” in many common documents of the International Association of Schools of Social Work (IASSW), the International Federation of Social Workers (IFSW) and the International Council of Social Welfare (ICSW).” “As the documents of the three international associations had to be written on a very general, abstract level, I try to show the practical relevance of them for three professional areas, namely first the common ground and overlapping of the client population of social work and the one of the UN called “vulnerable individuals and groups”, second the consequences of the General Statement about “Ethics in Social Work” according the professional mandate with human rights and social justice as central ideas.” Part I: Human Rights in Social Work—a Long Tradition “Although all three books would deserve a much more detailed analysis, one can identify the following topics for theory development and education about social work and human rights: At the start of each book is what Addams called the “jungle of human wretchedness” in a crowded slum where immigrants, political refugees and their families were hoping for a living and/or protection from political persecution and torture.” “Introducing human rights in social work gives the profession not only the chance to criticise the mono-mandate, it requires great respect for what clients feel and think about their situation, according to what motivation and goals they would like to change it.” “The third mandate can also include working without a mandate from society, in non-functioning social welfare states, in contexts of political conflict or failed states (Ramon [83]), and it legitimates the refusal of mandates from the state or private employers which violate human rights or blatantly dismiss scientific evidence and professional knowledge (see the second example in Part II).” Part II: the European Context of Human Rights with a Special Look at Switzerland and Germany “The European context has, in addition to the regional European Declaration of Human Rights, an additional declaration called the European Charter of Social Rights which was initiated by the working-class movement.”

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“Transitioning now to discuss poverty and the implementation of social rights in Europe by students of the Berlin Master “Social Work as Human Rights Profession”, it is important to note that I am fully aware about the huge differences between poverty in “rich countries” of the Global North and poverty in the “poor countries” of the Global South and Asia.” “Four students (Bruno Keel, Stéphane Beuchat, Simone Greminger and Maria Valero), now alumni of the Berlin Master of Social Work and Human Rights, in 2008 decided to start a ratification campaign for the “European Charter of Social Rights” of 1996.” “It shows how social workers as state employees can be involved in the violation of human rights and what the role of “critical social work” could be in such situations.” Conclusion “To wait for a mandate from the state of Switzerland about the promotion of social rights is absolutely illusionary.” “The “counter-knowledge” invalidating the neoliberal mainstream ideology of politicians and apparently internalised also by social workers has been produced by self-mandated “critical social workers.”” “Both projects show that in professional human rights work, three different knowledge orientations and logics have to be combined: the first one is theory and research asking for scientific descriptions and explanations about social problems and empirical human rights violations; the second one is normative knowledge about national and international law systems according to the logic of subsumption of facts under a law and the Code of Ethics; and the third one is an action theory of individual and social change—if necessary including the change of laws or the development of new ones.” [Section 5] “It is well to remind ourselves from time to time that ‘Ethics’ is but another word for ‘righteousness’, that for which many men and women of every generation have hungered and thirsted and without which life becomes meaningless.” “To attain individual morality in an age demanding social morality, to pride one’s self on the results of personal effort when the time demands social adjustment, is utterly to fail to apprehend the situation.” ““

Forced Migration, Older Refugees and Displacement: Implications for Social Work as a Human Rights Profession [104] This is a machine-generated summary of: Karlsson, Sofie Ghazanfareeon; Jönsson, Jessica H.: Forced Migration, Older Refugees and Displacement: Implications for Social Work as a Human Rights Profession [104]

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Published in: Journal of Human Rights and Social Work (2020) Link to original: https://doi.org/10.1007/s41134-020-00120-6 Copyright of the summarized publication: The Author(s) 2020 License: OpenAccess CC BY 4.0 This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecomm ons.org/licenses/by/4.0/. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “This article explores the conditions of globally displaced older refugees and outlines the implications for social work as a human rights profession.” “The authors suggest that social workers as ‘front-line human rights workers’ are uniquely placed to identify needs, and take actionable steps to support and advocate for the human rights of older displaced refugees.” “It is argued that global social work ethics and principles of social justice and human rights should underpin social work practices that engage people and structures in order to address life challenges and enhance the well-being of displaced older refugees in war zones, at borders and in refugee camps.” Introduction “Whilst recognising the challenges faced by older refugees regarding financial support, health and social care, and how national social and welfare systems might address such challenges, less attention has been paid to social work with globally displaced older refugees in relation to forced migration, i.e. older people in war zones, at borders and in refugee camps.” “Built on the tradition of social work as a global and human rights profession (Healy [84]; Ife [85]; Sewpaul [86]), this article explores the literature on globally displaced older refugees and the involvement and responses of social workers to living conditions of this group of people.”

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“How can social work be involved in recognising the human rights of displaced older refugees and in making changes in the context of war zones, at borders and in refugee camps?” Globally Displaced Older Refugees “And as suggested by Strong and others [87], there has been little focus on social work with the specific group of displaced older refugees in war zones, at the borders or in refugee camps.” “The impact of economic, political and social conditions on forcibly displaced older refugees, including human rights violations, has not received much attention.” “We have concluded that even though researchers stress the role of social work during war, conflicts and forced migration, it appears that little research has been conducted and published about the everyday lives of displaced older refugees and the challenges faced by social workers in war zones, at borders or in refugee camps.” “Section, we elaborate on the impact of economic, political and social conditions on forcibly displaced older refugees, including human rights violations, by illustrating two groups who have fled violence, discrimination and persecution.” The Case Examples of Forcibly Displaced Older Rohingyas and Palestinian Refugees “Many social workers engaged in the Palestinian people’s struggle against occupation have witnessed the deteriorating living conditions of displaced Palestinians, as shown in the following example of older Palestinians at borders and in refugee camps.” “The remaining two-thirds of registered Palestinian displaced persons live in and around the cities and towns of the host countries, and in the West Bank and the Gaza Strip, often in official camps (United Nations High Commissioner for Refugees [88, 89]).” “The literature review and current examples of globally displaced older refugees illustrated studies that demonstrate the human and social impact of forced migration on older people and the vulnerability of the group that should be considered in social work.” “Sections, we elaborate on how social work practitioners and educators could be involved in recognising the human rights of displaced older refugees and making changes in settings of war zones, at borders and in refugee camps.” The Role of Social Work as a Human Rights Profession in Forced Migration of Older Refugees “In the case of displaced older refugees in war zones, at borders and in refugee camps, both individual (such as physiological) change and structural (such as social and economic) change affect older people and make them vulnerable to their human rights being violated.”

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“Although older people as a group are not specifically recognised in the Universal Declaration of Human Rights, a key practice of social work is the protection of humanitarian rights (Ife [90]).” “The fact that forcibly displaced older people are refused any rights of citizenship, denied any freedom of movement and subjected to violence, forced labor, expulsion from their lands and property, violence and torture means that the practice of social work in the field of forced migration involves working in the context of human rights processes.” “As we will discuss in the next section, all areas of the social work profession, including research, education and practice, need to address issues and work together in order to face the increasing threats to human rights and well-being amongst displaced older refugees.” What Can Social Work Do? “During the global refugee crisis of 2015–2016, through their social work associations, educational institutions and various voluntary organisations, social workers supported migrants and displaced persons (IFSW [91]).” “It is important that social work focus on research and interventions related to needs and, more specifically, advocates the realisation of the human rights of older displaced refugees.” “Social work research is necessary in order to keep us informed about the social realities and living conditions of displaced older refugees in war zones, at borders and in refugee camps.” “It is of great importance to make visible, through empirical studies, the important efforts and roles of social workers, including interprofessional collaborations for meeting the needs and rights of globally displaced older refugees.” “The IFSW and IASSW themes of social justice in social work can guide social work in the field of older displaced people because social workers could highlight and challenge the negative discrimination faced by older displaced persons through negative social selection according to their advanced age.” Conclusion and Next Steps “The overall aim of this paper was to explore the literature on globally displaced older refugees and the involvement and responses of social workers to living conditions of this group of people.” “By using this paper as a starting point, our ambition is to contribute to the research field of social work on aging and migration with important knowledge about displaced older refugees, to be addressed in future research and by practitioners and organisations in the field.” “We hope that this paper can serve as a springboard for future research and welfare projects that aim to analyse the political context that forms the living conditions of forcibly displaced older refugees, whilst enhancing the importance of social workers in interprofessional collaborations in areas of forced migration and older refugees in war zones, at borders and in refugee camps.”

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4

Social Work Advocacy

Introduction by the Editor Introduction Policy advocacy is a means by which professional social workers seek to address the social problems and issues experienced by society. While advocating for the welfare and development of marginalised and vulnerable population groups, social workers aim to achieve social justice and equality in society. The principal aim of the profession is to promote social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. Furthermore, the main motive and justification for the actions performed by social workers are human rights and social justice (International Federation of Social Work, 2012). Social workers in their profession regularly advocate for their clients and their dependent population groups. Advocacy and social action have become integral parts of the social work profession, especially in societies where there is deep inequality and deprivation. Advocacy involves mediating, negotiating and navigating systems on behalf of and in collaboration with clients so that they can access basic facilities such as medical care, shelters, sanitation and quality education. Policy engagement in social work Historically, social workers used policy practice and advocacy as a means of gaining identity and recognition in the profession. Furthermore, the social justice mission of the social work profession was mainly based on policy practice and policy advocacy while ensuring equal and fair treatment for all social workers. The policy engagement of social workers may come in many forms. Social workers may be involved in formulating and implementing new policies or suggesting changes in existing policies (Gal & Weiss-Gal, 2013). However, in the modern social work literature, there is not much evidence for successful policy practice and policy advocacy methods by social work practitioners in solving social problems © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025 R. Baikady (ed.), Global Social Work: Human Rights, Advocacy, and Sustainability, https://doi.org/10.1007/978-981-96-1832-3_4

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that hinder the growth and advancement of our society. In addition, very little has been discussed or portrayed about how social workers utilise policy advocacy or policy practice and how to pursue it as an effective method of social work practice in bringing desired social change and transformation. However, policy advocacy plays a vital role in social work practice. It provides an opportunity for practitioners to address systematic issues and bring meaningful change and transformation (Saxena & Chandrapal, 2022). As a part of policy practice and policy advocacy, social workers are also expected to participate in political decision making. Although there is a lack of clear and unbiased acceptance by the social work community of the political participation of social workers, a growing number of studies (Lane et al., 2018; Weiss-Gal, 2017a, 2017b) show that social workers’ participation in political decision making is increasing. Several scholars have also suggested that policy engagement in social work should be an integral part of social work practice so that the profession can effectively advocate for social justice and protection and promotion of human rights (Hamilton & Fauri, 2001; Lane & Humphreys, 2011; Ritter, 2007; Weiss-Gal, 2017a, 2017b). Furthermore, social workers’ policy engagement at all levels is essential for achieving the social justice mission of the social work profession (Boehm et al., 2018). Social workers, as policy makers, involve a variety of professionals to develop, implement and evaluate welfare policies and programmes at various levels for the people of marginalised groups (Jansson, 2018). The need for advocacy in social work The modern world is facing several social issues that are crucial in nature and are also threats to human existence in the future. Climate change is a major threat to health and well-being, rendering it a critical social justice and policy issue for social work to address. Social workers, as social change agents, have numerous opportunities to help people protect themselves and to inform policymakers and administrations on their developmental plans and reforms in the form of industrialisation and urbanisation. Social work practitioners also have opportunities to inform health policies, as health and well-being are becoming more expensive due to neoliberal policies that outsource health facilities to private players rather than state undertakings. To bring about transformative and landmark changes in society, social workers can use advocacy and policy practices as effective social work methods. Bringing change in existing social policy is also essential for achieving social development and growth. The literature in this chapter includes a discussion on social work and climate justice, climate change and sustainability, advocacy related to various marginalised and vulnerable groups, human rights advocacy and the social inclusion of downtrodden populations. This chapter is useful to all those who are interested in bringing about positive social change and transformation in the global society. Researchers, educators, students at various levels of their studies, practitioners, and policy makers across the globe will benefit from these studies. This chapter will also serve as a hands-on reference for interdisciplinary and multidisciplinary educational programmes.

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Saxena A., Chandrapal S. (2022). Social work and policy practice: Understanding the role of social workers. The British Journal of Social Work, 52(3), 1632–1642. International Federation of Social Workers. (2012). Statement of ethical principles. Available at http://ifsw.org/policies/statement-of-ethicalprinciples/. Gal, J., & Weiss-Gal, I. (2013). ‘The why’ and ‘the how’ of policy practice: An eight-country comparison. British Journal of Social Work, 45(4), 1083–1101. Boehm A., Darawshy N. A. S., Boehm-Tabib E. (2018). Social workers and politics: Direct political involvement and encouragement of client involvement in politics. Journal of Sociology & Social Welfare, 45(2), 3–24. Jansson B. S. (2018). Becoming an effective policy advocate: From policy practice to social justice (8th ed.). Brooks/Cole. Lane, S. R., Ostrander, J. A., & Smith, T. (2018). ‘Politics is social work with power’: Training social workers for elected office. Social Work Education, 37(1), 1–16. Lane S. R., Humphreys N. A. (2011). Social workers in politics: A national survey of social work candidates and elected officials. Journal of Policy Practice, 10(3), 225–244. https://doi.org/10.1080/15588742.2011.582809 Ritter J. A. (2007). Evaluating the political participation of licenced social workers in the new millennium. Journal of Policy Practice, 6(4), 61–78. https://doi.org/ 10.1300/J508v06n04_05 Weiss-Gal I. (2017a). Social workers’ policy engagement: A review of the literature. International Journal of Social Welfare, 26(3), 285–298. https://doi.org/10. 1111/ijsw.12239 Weiss-Gal I. (2017b). What options do we have? Exploring routes for social workers’ policy engagement. Journal of Policy Practice, 16(3), 247–260. https:// doi.org/10.1080/15588742.2016.1234955 Machine generated summaries Disclaimer: The summaries in this chapter were generated from Springer Nature publications using extractive AI auto-summarization: An extraction-based summarizer aims to identify the most important sentences of a text using an algorithm and uses those original sentences to create the auto-summary (unlike generative AI). As the constituted sentences are machine selected, they may not fully reflect the body of the work, so we strongly advise that the original content is read and cited. The auto generated summaries were curated by the editor to meet Springer Nature publication standards. To cite this content, please refer to the original papers. Machine generated keywords: advocacy, climate, climate change, institutional, work advocacy, change, environmental, group, crisis, pursue, human right, divide, right, human, justice

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Where to for Climate Justice and Social Work Advocacy? Connect, Dialogue, and Multisolve [69] This is a machine-generated summary of: Mason, Lisa Reyes: Where to for Climate Justice and Social Work Advocacy? Connect, Dialogue, and Multisolve [69] Published in: Journal of Policy Practice and Research (2021) Link to original: https://doi.org/10.1007/s42972-021-00038-x Copyright of the summarized publication: The Author(s), under exclusive licence to Springer Nature Switzerland AG 2021 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Prominent social work advocacy for climate justice is growing, though still rare.” “With the climate denial and environmental protection rollbacks of the Trump administration (2017–2021) behind us, and with the Biden-Harris administration’s (2021–present) early commitments to climate action, where to for social work advocacy for climate justice?” Connecting the Dots “While many in our profession share concerns about climate change and other forms of environmental injustice (e.g., Miller & Hayward, [1]), I find in my everyday work that many social workers are not sure what to do about it, or are not explicit about how climate change connects to the area that they already work in.” “I call on social workers to actively work to “connect the dots” for themselves and in conversation with others, for how diverse areas of social work intersect with climate change, as a step in advancing climate justice awareness and advocacy.” “In the case of the climate crisis, taking time to look inward and across the silos within our own profession and its specialty areas is one way that social work can also lay a foundation for future climate advocacy.” Dialoguing Across Difference “That “belief” in climate change and support for climate action are progressive positions, and climate denial and fossil fuel promotion are conservative ones.” “In my teaching, I find that social work students (like so many of us, shall we admit?) are dismayed about political polarization in the USA in general, let alone specific to climate change.” “Promising and of potential interest to social workers who live and work in an array of congressional districts is the June 2021 launch of the Conservative

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Climate Caucus—which was motivated, at least in part, by growing calls from young Republicans for meaningful climate action (Friedman, [2]).” “Social work action on climate justice must be careful not to overlook the possibilities of unusual alliances with organizations, advocacy groups, and politicians who are not typically in coalition with social work, or who might be assumed to not “believe” in climate change or be interested in climate action.” Multisolving Together “Climate Interactive [3] defines multisolving for climate justice as, “…finding solutions rooted in justice that reduce fossil fuel use and produce co-benefits in health, resilience, and well-being.”” “More broadly, Dearing and Lapinski [4, p. 2177] describe a multisolving innovation as, “a practice, program, policy, or technology new to a community that offers co-benefits of more than one type.”” “Social workers who connect the dots among specialty practice areas and climate change, and who dialogue across difference to build unusual alliances, will be well poised to multisolve for climate justice.” “Onward, social work, in pursuit of climate justice and a thriving world, together.” [Section 4] “As global average temperatures rise, so do the frequency and severity of heat waves, drought, flooding, and other weather extremes (Intergovernmental Panel on Climate Change, [5]).” “Yes, the climate crisis is here—and it’s an urgent matter of social justice.” “Social workers across the “micro, mezzo, macro” spectrum—and in any specialty of practice—will see the people and communities they work with being harmed by climate change, including as a matter of life or death.” “Prominent social work advocacy for climate justice is growing, though still rare (Powell and others, [6]; Rao & Teixeira, [7]).” “With the launch of the Biden-Harris administration, and new federal commitment to confronting climate change (e.g., Chemnick, [8]), where to for social work advocacy for climate justice?” “My response—all social workers must “connect the dots” to see how climate change intersects with our work, engage in dialogue across difference to build alliances, and multisolve for climate justice together.”

Policy Mapping of US Congressional Proposals on Climate Change: Informing Social Work Advocacy [70] This is a machine-generated summary of: Mason, Lisa Reyes; Minnick, Dorlisa J.; Tercero, Stephanie; Melton, Colleen Cummings; Greenfield, Jennifer C.: Policy Mapping of US Congressional Proposals on Climate Change: Informing Social Work Advocacy [70]

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Published in: Journal of Policy Practice and Research (2022) Link to original: https://doi.org/10.1007/s42972-022-00055-4 Copyright of the summarized publication: The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Climate change is a major threat to health and well-being, rendering it a critical social justice and policy issue for social work to address.” “Social workers have a window of opportunity to pursue federal policies that protect people, ensure basic needs, and advance social justice in the face of the climate crisis.” “This study aims to inform social work advocacy and action on climate change at the US congressional level.” “Policy mapping methodology is used to examine congressional trends (2011– 2021) and the status and scope of climate-related proposals from the 116th US Congress (2019–2021) that also recognize socially vulnerable or minoritized groups.” “Proposals varied in the extent of their focus on climate change, and 11 had some form of bipartisan support.” “Given the unfolding climate crisis and its disproportionate harm to some groups more so than others, social workers should advocate for policies that equitably protect people in the face of climate change.” Introduction “To identify and motivate opportunities for federal social work advocacy at the nexus of climate change and social justice, this study uses policy mapping to look at broad trends in climate-related legislative activity over a 10-year congressional period (2011–2021) and systematically identifies and examines activity from the 116th US Congress (2019–2021) in particular.” “We use policy mapping to focus on legislative activity related to climate change during the 116th US Congress (2019–2021), as a point-in-time “snapshot” to lay a foundation for social work advocacy in the 117th US Congress and beyond.” “For proposals about climate change that recognize or aim to address the needs of socially vulnerable or minoritized groups, specifically from the 116th US Congress (2019–2021), what is the extent and nature of: (a) the proposals’ basic characteristics such as topic, chamber of origin, committee assignment, bipartisan support, and progress through Congress? (b) the proposals’ goals or acknowledgement of the urgency, disproportionate impacts, adaptation, and/or mitigation

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aspects of climate change; and if adaptation or mitigation, how these should be addressed? (c) which groups of people are specifically recognized in the proposals’ language? (d) the proposals’ policy instruments and financial features?” Methods “To examine broad trends over a 10-year congressional period (2011–2021) and proposals from the 116th US Congress (2019–2021) about climate change that also recognize or aim to address the needs of socially vulnerable or minoritized groups of people, we selected policy mapping methodology because of its potential to, “directly inform advocacy by systematically evaluating policy proposals, pointing to gaps and shortcoming in policy that advocates can address,” (Bowen and others, [9]).” “Inclusion criteria for this stage forward were that the proposal (1) was introduced in the 116th Congress, (2) addressed climate change or a related topic in some way, even if “climate change” was not explicitly mentioned, and (3) included mention of one or more of the groups, words, or phrases from our search string in a targeted way.” Results “The most common supports for adaptation included the following: adopt an agreement, bill of rights or resolution (7 proposals); create a new office, position, or working group, typically to further assess or make recommendations on the issue (6 proposals); and create or support an existing grant program (e.g., environmental justice broadly, flood resiliency, infrastructure, water quantity and quality; 5 proposals).” “The most common supports for mitigation included the following: create a carbon or other greenhouse gas tax, fee, or permit (7 proposals); adopt an agreement, bill of rights or resolution (6 proposals); create or support an existing grant program (e.g., clean energy microgrids, community transition from fossil fuels, green banks, low-income solar, reduced vehicle emissions; 4 proposals); and lower emissions, especially vehicular, through new limits, schedules, or electrification (3 proposals).” Discussion and Implications “This study finds that bipartisan support for proposals at the nexus of climate change and social justice is rare, though possible.” “As study results show, some groups are recognized by proposals at the nexus of climate change and social justice much more than others, which raises further questions such as: Which groups should be more often recognized in policy proposals?” “Social workers concerned about climate justice will need to keep informed of such proposals, consider how framing strategies are used (e.g., anti-poverty), and be prepared to provide policy alternatives for the equity issues that proposals indicate they address (e.g., energy costs for lower income households), but in ways

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that prioritize the need to transition away from fossil fuels if we are to make progress on climate change mitigation.” Conclusion “This study of proposals from the 116th US Congress (2019–2021) identified 41 that were related to climate change and also addressed a socially vulnerable or minoritized group.” “Generating further bipartisan support for climate-related proposals and the challenge of federal funding for proposals are barriers social work advocates will need to continue to address.” “Steps for social work research can include expanded use of policy mapping as a rigorous methodology for identifying and analyzing policy trends—either crosssectionally, longitudinally, or even in “real time” to the extent that databases such as Congress.gov keep current with proposals that are actively being considered.” “Through new policy advocacy and expanded policy research at the nexus of climate change and socially vulnerable or minoritized groups, social workers can critically contribute to securing human needs and promoting social justice in the face of the climate crisis.”

Online Activism and Redress for Institutional Child Abuse: Function and Rhetoric in Survivor Advocacy Group Tweets [71] This is a machine-generated summary of: Henry, Alasdair; Wright, Katie; Moran, Anthony: Online activism and redress for institutional child abuse: function and rhetoric in survivor advocacy group tweets [71] Published in: Interest Groups & Advocacy (2022) Link to original: https://doi.org/10.1057/s41309-022-00165-0 Copyright of the summarized publication: The Author(s) 2022 License: OpenAccess CC BY 4.0 This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecomm ons.org/licenses/by/4.0/.

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If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Using content and thematic analysis, tweets of 15 non-survivor led advocacy groups, and one survivor-led organisation—Care Leavers Australasia Network (CLAN)—referring to ‘redress’ were analysed for rhetorical content (via Aristotle’s traditional framework of ethos, pathos, and logos) and communication purposes using three broad functional areas defined by Lovejoy and Saxton (2012).” “In keeping with Lovejoy and Saxton’s (2012) framework, the results found that for both non-survivor led advocacy groups and CLAN the primary function of their use of Twitter was to convey information to audiences.” “The integrated use of the rhetoric framework with the function framework revealed markedly different lobbying styles between the non-survivor led advocacy groups and CLAN with the latter pursuing a more confrontational and direct style of lobbying in communications.” “CLAN also overwhelmingly pursued emotion-focussed rhetoric in lobbying communications.” Introduction “In Australia, as elsewhere, public inquiries and other responses to institutional child abuse coincided with the formation of advocacy groups supporting victims and survivors.” “Since the mid-1990s, both survivor advocacy groups (formed by survivors themselves), as well as non-survivor led advocacy groups, have made submissions to public inquiries, lobbied for change, protested, participated in policy discussions, and shaped redress outcomes.” “Many questions are yet to be answered about activism against institutional child abuse, including the strategies, tactics, and resources employed by key advocacy groups (Wright and Henry [12]).” “This article focuses on the ways that advocacy groups have utilised social media, specifically Twitter, when lobbying for redress for victims and survivors of institutional child abuse.” “Findings highlight differences between the survivor-led, and the non-survivor led advocacy groups, in their uses of rhetorical strategies and functional categories (including emotion and the ways that institutions and politicians are targeted and addressed).” Institutional child abuse, redress, and organised activism “The second are non-survivor led groups, which typically comprise major charities (some faith-based), foundations, and community-based service providers whose organisational focus is not exclusively institutional child abuse.”

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“While both group types have contributed to public inquires since the 1990s in Australia, it has been the coordinated activism of survivor-led groups—from diverse survivor populations such as the Stolen Generation, former Child Migrants, adult care leavers, and clerical sexual abuse survivors—that have been instrumental in instigating key inquiries about institutional child abuse.” “As ‘experts of lived experience’ survivor-led groups have participated in policy making responses to institutional child abuse and government formed consultation committees about state apologies and the NRS in Australia.” “While little research exists in relation to institutional child abuse survivor-ledactivism, a growing body of work exploring movements against human trafficking (e.g. Lockyer, [13]) and domestic violence (e.g. Wilson and Goodman, [14]) increasingly places value on survivor inclusion in advocacy leadership.” Social media advocacy “Given its capacity to remove barriers between public and private spaces, social media can create new forms of participatory culture and new means for advocacy organisations to engage with their communities (Smitko [15]).” “The community function identifies the use of Twitter by organisations to ‘interact, share, and converse with stakeholders in a way that ultimately facilitates the creation of an online community’ (Lovejoy and Saxton [10], p. 343).” “In between these two ideal types are formal organisational actors that step back from promoting political brands and strong collective agendas and identities, instead preferring to deploy social technologies to enable ‘loose public networks to form around personalised action themes’ (Bennet and Segerberg [16], p. 757).” “While the function of social media has been an important analytic framework, other studies have examined the ways interest groups employ persuasion as a strategy (e.g. Auger [17]; Higgins and Walker [18]; Pang and Law [19]).” Method “This study focussed on tweets produced by one survivor-led advocacy group and 15 non-survivor-led groups (hereafter, NSAGs).” “After determining which groups contributed to inquiries, the lead author identified which groups had active Twitter accounts and had tweeted about ‘redress’.” “Sixteen of the 37 groups had active Twitter accounts and had tweeted about ‘redress’.” “Only one survivor-led group, Care Leavers Australasia Network (CLAN), is included because it was the only such group with an active Twitter account who tweeted about ‘redress’.” “There was notable variation in the total number of tweets from NSAGs: 10 of the 15 groups produced less than ten tweets in total containing the term ‘redress’, while the Blue Knot Foundation, produced 78 within the timeframe.” “Tweets made by advocacy groups about ‘redress’ were coded according to their function using Lovejoy and Saxton’s [10] framework.”

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Results “In the period post-June 2018, after the establishment of the NRS, the second most common theme within action tweets for NSAGs was to urge state governments and former care institutions to join the scheme; this was found in 15 action tweets about redress.” “For CLAN logos was recorded as the second most frequently used rhetorical ‘proof’ found in 32% of all tweets made about redress.” “CLAN tweets coded in this category made reference to academic publications, media, senate documents, and abuse survivors themselves in the articulation of persuasive tweets about a range of issues pertaining to redress: Dear Minister &; [sic] Premier.” “CLAN were six times more likely than NSAGs to employ pathos as a strategy to persuade audiences about what should be actioned in relation to redress (18% versus 3%, respectively), suggesting markedly different persuasive strategies where action tweets were concerned.” Discussion “The target audience for NSAG tweets where lobbying efforts were employed was more ambiguous than CLAN’s tweets, with CLAN preferring to directly lobby individuals (particularly elected officials) and the NSAGs being much less direct.” “CLAN was also overwhelmingly (five times) more likely to employ emotional (pathos) rhetoric in the delivery of persuasive tweets compared to NSAGs.” “The dominant presence of less positive emotions such as anger and frustration from CLAN were anticipated given that the group speaks directly on behalf of its survivor constituents and are redress system users themselves.” “While this study highlights clear differences between CLAN and non-survivor led groups in this domain, it is also important to remember that there are differences both between CLAN and NSAGs as well as among the NSAGs where strategies and organisational objectives are concerned.” “Further research might explore the impact of emotions on target audiences employed in social media spaces by advocacy groups in the institutional child abuse domain and beyond.” Conclusion “Tweets made by CLAN explicitly identified target audiences (primary MPs and ‘care’ institutions) in its action/lobbying communications.” “Critical and retributive tones were frequently evident in CLAN tweets, particularly when rhetoric was directed at institutions where they were perceived as ‘redress laggers’ for example, and at government when seen to be failing to act in the best interests of survivors and redress claimants.” “CLAN’s use of Twitter in relation to redress is characterised by strong organisational coordination in attempting to build interpersonal connections (particularly via ‘@’ targeted tweets) to directly lobby politicians.”

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“This study shows how the prominent Australian advocacy group, CLAN, uses Twitter as a form of activism, underscoring the different online lobbying styles used by a survivor-led group and other advocacy organisations.” “Emotions permeate political action, and this study reveals that advocacy groups are using social media to mobilise emotion to garner support and lobby politicians about redress for institutional abuse survivors.”

Human Rights–Based Practice in Social Work: The Case of Asylum Seekers in Canada [72] This is a machine-generated summary of: Chammas, Grace: Human Rights–based Practice in Social Work: The Case of Asylum Seekers in Canada [72] Published in: Journal of Human Rights and Social Work (2021) Link to original: https://doi.org/10.1007/s41134-021-00191-z Copyright of the summarized publication: The Author(s), under exclusive licence to Springer Nature Switzerland AG 2021 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “These measures have deeply affected the civil and political rights of asylum seekers as well as their social and economic well-being.” “Using an exploratory approach, this study explored how social workers dealt with situations of social and economic human rights violations experienced by asylum seekers in Canada.” “These factors were academic training, social workers’ personal stance toward human rights, and social workers’ approach to structural disadvantage carried out in public institutions toward asylum seekers.” “Findings suggested social workers developed different understanding of inland immigration measures and the effect of structural disadvantages in asylum seekers’ host countries.” Introduction “Based on a qualitative methodology, this article explores how social workers in public institutional settings in Canada deal with situations of social and economic human rights violations experienced by asylum seekers.” “Along the same vein, the official professional association for social workers in Québec also asserts that social workers should recognize that their profession is based on social justice and human rights (OTSTFCQ, [20]).”

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“Although many authors such as Androff [21], Ife [22], Lundy [23] and Mapp and others [24] would agree with these statements and have demonstrated how social work is indeed a human rights profession, there is nevertheless no consensus on this agreement among the social work community: mainly academics, social workers and policy-makers.” “In light of these statements, this article focuses on human rights–based practice devised by social workers in an institutional public setting to address human rights violations against asylum seekers.” Asylum Status and Institutional Exclusion “Unlike Canadian residents and citizens, asylum seekers have only limited access to particular public social services (Canadian Refugee Council, [25]; Chase and others, [26]; Martinez-Brawley & Zorita, [27]; Suleman and others, [28]).” “When asylum seekers are denied access to health care and welfare services, they are subjected to violations of their social and economic human rights.” “There are many barriers that prevent asylum seekers from having access to these services (Bernhard and others, [29]; Desharnais-Préfontaine and others, [30]).” “Asylum seekers are confronted with bureaucratic complexities, refusal of care services and health care providers’ lack of knowledge and/or willingness to accept a federal identification document issued to every asylum seeker that grant them access to health care (Merry and others, [31]).” “Social workers operating within public institutions — where asylum seekers can be denied access to services pertaining to their basic human rights — are confronted with these obstacles, generating a heavier workload that entails strategies to access services to which seekers are entitled.” Conceptual Framework “The conceptual framework used in this article situates the position of human rights in social work practice among asylum seekers, weaving together two interdependent concepts: structural disadvantage and empowerment which are essential to analyse the position of human rights in social work practice (Ife, [22]; Lundy, [23]) and to understand social work practice among asylum seekers (Cemlyn, [32]).” “Structural disadvantage allows the contextualization of situations of human rights violations and an understanding of why and how these situations occur.” “Many authors such as Berthold [33], Ife [22] and Reichert [34] who analysed the link between human rights and social work have emphasized empowerment as a key concept and process to tackle situations of human rights violations.” “The study situates empowerment as a process of intervention ensuring a practical framework to understand how social workers construct actions around issues involving asylum seekers and relating to human rights violations and what are the characteristics of such actions.”

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Methods “Social workers were the main participants in the study, and 12 were recruited in consultation with the staff manager at the centre.” “Social workers were invited by email to participate in the study, emphasizing the voluntary nature of the project.” “Participants were purposively sampled to ensure a distribution of demographic variables with regard to gender, age, ethnic background, first language, age, length of experience in social work and length of employment at the centre.” “Six other interviews were made with key informants from outside the centre to add a different perspective for understanding of social workers’ roles and practice.” “Interviews centred on respondents’ experiences of working with asylum seekers.” “These data sources reviewed whether or not the institution’s official documents include the concept of human rights in social work practice and, if yes, how this concept was included.” Findings and Discussion “Public institutions play a significant role in social workers’ abilities to consider, analyse and include human rights in their practice.” “Study data showed that the ways that social workers perceived and approached their own institutional mandates influenced their positions when engaging in practices involving human rights.” “While several social workers acknowledged the importance of defending asylum seekers’ human rights, they nevertheless conformed to narrow applications of their institutional mandate.” “Study findings highlighted how institutional conditions endured by social workers in their day-to-day practice play a significant role in shaping the issue of the arbitrary inclusion — or exclusion — of human rights in social work practice.” “Social workers in this study highlighted the importance of raising asylum seekers’ awareness of the human rights they are entitled to through the provision of information.” Conclusion “The guiding principles of human rights can assist in the development of a culture which ‘will result in socially just policies’ (Wronka, [35], p. 62).” “Social policies that integrate human rights principles would ensure rights and entitlements for all individuals living in a society.” “Social policies need to be thought of and reformulated in ways that ensure the inclusion of asylum seekers into social welfare spheres, and that guarantee their access to rights and entitlements.” “Social workers can make a major contribution in reinforcing human rights both at the micro and the macro level.” “They need to take a stand on social issues involving human rights, and to denounce oppression and discrimination.”

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“Social workers’ involvement in human rights defence actions can help effect policy change in order to provide and make available resources and services to vulnerable people, especially those who suffer from discrimination and institutional exclusion (Mapp and others, [24]; McPherson and others, [36]).”

The Digital Divide Is a Human Rights Issue: Advancing Social Inclusion Through Social Work Advocacy [73] This is a machine-generated summary of: Sanders, Cynthia K.; Scanlon, Edward: The Digital Divide Is a Human Rights Issue: Advancing Social Inclusion Through Social Work Advocacy [73] Published in: Journal of Human Rights and Social Work (2021) Link to original: https://doi.org/10.1007/s41134-020-00147-9 Copyright of the summarized publication: Springer Nature Switzerland AG 2021 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “High-speed Internet is a tool people rely upon to conduct the daily business of their life and interact with each other, the economy, and government.” “Millions of people in the USA still have no home access to high-speed Internet.” “Consistent with a social work human rights approach, the United Nations General Assembly declared access to the Internet a basic human right in 2016.” “This calls upon social workers to engage in advocacy efforts to advance policy and programs to alleviate the digital divide.” “We examine the digital divide in the USA and discuss why it is a social justice and human rights issue.” “We also identify and share promising practices and advocacy tools being used in the field that provide guidance to community practitioners as they engage in work at state and local levels aimed at closing the digital divide.” Introduction “The role and importance of technology has become glaringly obvious in the context of the COVID-19 pandemic, where society has been forced to rely even more heavily on technology for basic daily living including accessing basic goods, maintaining connections with others, working from home, and having the ability to complete schoolwork.”

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“Completing these basic tasks is a major challenge for millions of people who either lack access to high-speed Internet or do not adopt it, creating disadvantages that affect their ability to participate in social, political, and economic lives in the USA.” “We examine the digital divide, who does and does not have access to an essential service that is part of the daily fabric of living in the digital era.” “We discuss why the digital divide is a human rights and social justice issue: one that social workers should be actively working to close through policy advocacy work.” The Digital Divide “This is due to a variety of factors, including computer ownership, high-speed Internet access and adoption, and digital literacy.” “Billions of dollars in public funding are responsible for the mobilization and development of the Internet (Tarnoff [37]).” “The digital divide not only includes the obvious issues of access to computers and connectivity but also includes issues of inequity affecting those who either lack the skills and opportunities to access information technology or who are in a less equal position in terms of use (Makinen [38]).” “Access to broadband Internet has been credited with effects on individual empowerment, community development, and economic growth (Jayakar and others [39]).” “Perhaps now more than ever, it is important for social workers to advocate for an inclusive high-speed Internet that replicates in the digital age what the postal service originally sets out to do in providing the nation with a reliable, affordable, and universal service (USPS [40]).” Broadband Access “Geographical location is also a leading factor, with rural communities much less likely to have access to high-speed Internet (West and Karsten [41]).” “Approximately 81% of adults use the Internet; however, only 51% of adults living with a disability access the Internet (Fox [42]).” “According to the most recent Federal Communications Commission (FCC) deployment report (FCC [43]), an estimated 21 million Americans still have no home access to high-speed Internet service, defined by the FCC as a download speed of 25 Mbps and upload speed of 3 Mbps.” “Other sources estimate this number as high as 162 million people across the USA who are not using the Internet at broadband speed (Microsoft [44]).” “Based on the 2018 Broadband deployment report, as of the year end 2016, 92.3% of all Americans had access to fixed terrestrial broadband at speeds of 25 Mbps/3 Mbps, up from 89.4% in 2014 and 81.2% in 2012.” Broadband Adoption “Adoption of broadband is equally important to ensure the benefits (including economic benefits) that go along with Internet use to everyone.”

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“While broadband may be available, broadband adoption refers to the extent to which US households subscribe to and use broadband.” “Populations who continue to lag in broadband adoption, even when available, include people with low incomes, older adults, minorities, the less educated, non-family households, the unemployed, and limited English-speaking households (Kruger and Gilroy [45]; Ryan [46]).” “According to Census data from the 2016 American Community Survey, 81.4% of American households have a broadband Internet subscription.” “Data from the Pew Research Center demonstrate that certain groups, unable to afford the cost of monthly subscriptions, continue to lag in the adoption of broadband including people with low incomes, older adults, those with less education, rural households, and those on tribal lands and US territories (Kruger and Gilroy [45]).” Low-Income Households “People who fall lower on the economic ladder are more likely to be people without access or unable to adopt the Internet resulting in falling further behind and widening the digital divide between rich and poor.” “Americans with family incomes between $75,000 and $99,999 per year adopted the Internet at an 83% rate, compared with 80% with incomes between $50,000 and $74,999 and 70% for those in the $25,000 to $49,999 range.” “States with higher incomes reported high rates of use and access while low-income states including Arkansas and Mississippi had the lowest rates of broadband use at 71%. (Ryan [46]).” “The majority (91% overall) of people living in poverty have at least some form of Internet access (Rideout and Katz [47]).” “Lower-income adults rely more heavily on smartphone-only access.” “This pattern of income variation in broadband connectivity not only affects households but also occurs at the neighborhood level.” Race and Ethnicity “While access to the Internet has increased for all racial groups, access disparities for Blacks, Latinos, and Native Americans persist compared with Whites (CamposCastillo [48]; FCC [49]).” “Households with an Asian head of household were the most likely to own or use a laptop or desktop, to own or use a smartphone, to own or use a tablet, and to have a broadband Internet subscription.” “Black heads of household were the least likely to own or use a desktop or laptop or have a broadband subscription (Ryan [46]).” “This is congruent with smartphone-only use among low-income households since we know that Black and Hispanic persons are disproportionately poor (Macartney and others [50]).”

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Education “In 2015, for example, the digital divide was greatest between rural and urban users without a high school diploma.” “Only 52% of those who lack a high school diploma and live in a rural area reported using the Internet, compared with 59% of those who live in urban households (Carlson and Goss [51]).” “Variations in public school funding are reproduced in terms of quality of Internet access within their classrooms, and the digital divide in public schools is also racialized with White students more likely than students of color to use the Internet in the classroom or school library (Warf [52]).” “Children who lack access to digital resources miss out on other enhancements as well, with disadvantaged students lacking or holding inferior technological resources at home compared with more privileged students (Ritzhaupt and others [53]).” “Before the pandemic, an estimated 12 million children were having difficulty completing homework assignments because they lacked home Internet.” Urban/Metro vs. Rural and Tribal Communities “An issue commonly raised in the literature is the digital divide between urban and rural communities, especially in terms of their differential access to broadband (West and Karsten [41]).” “According to the FCC as of the end of 2017, over 26% of Americans in rural areas and 32% of Americans on tribal lands lack coverage from fixed terrestrial 25 Mbps/3 Mbps broadband, compared with only 1.5% of Americans in urban areas (FCC [43]).” “Approximately 14 million rural Americans and 1.2 million Americans living on tribal lands in 2017 lacked even low-speed mobile LTE broadband of speeds of 10 Mbps/3 Mbps (FCC [54]).” “While libraries play a vital role in rural and tribal locations to Internet access, they too lag behind more urban areas.” “While rural communities are much more likely to lack access to broadband, many metro area neighborhoods also fail to connect significant number of residents to existing broadband service.” Digital Access Is a Human Rights and Social Justice Issue “Social work’s historic commitment to social justice has been advanced through the promotion of a human rights approach.” “Given the central role that the Internet plays in today’s digital age in gaining access to resources, jobs, health care, and education among others, universal access to broadband clearly falls within the realm of human rights.” “One of the Council on Social Work Education’s competencies includes advancing human rights and social, economic, and environmental justice (CSWE [55]).” “The United Nations General Assembly declared access to the Internet a basic human right, integral to allowing individuals to “exercise their right to freedom

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of opinion and expression” and emphasizing “access to internet facilitates vast opportunities for affordable and inclusive education.”” “This should not prevent social workers from advancing inclusive policies and practices premised on the integration of human rights to close the divide.” Policy Context and Policy Efforts “Net neutrality preserves the FCC’s authority to regulate Internet service providers (ISPs) and the Internet infrastructure to ensure that everyone has equal access.” “A recent expansive effort is the state of California’s Internet for All Now Act, which attempts to reduce the digital divide for the 5 million California residents who lack access to reliable high-speed Internet services.” “Recognizing that broadband is a key component in building healthy economies and educational systems and acknowledging that many rural and low-income communities go unserved or underserved in the digital age, California passed the Internet for All Now Act in 2017.” “The approach of advancing broadband and reducing the digital divide in California is to encourage public-private partnerships and leverage private investment, maximize available federal funding (such as through the federal Connect America Fund), and administer the CASF to promote the most cost-effective and equitable progress in access to and adoption of the Internet across California.” Overcoming the Digital Divide “In the absence of such an initiative, we must continue to move forward with local and state initiatives and as social workers engage in policy practice that reaches vulnerable groups in the digital divide including low-income communities, people of color, older, and rural populations.” “Using a slightly modified version of Bliss’s [56] model of advocacy, we propose a six-step model for social workers to utilize in digital inclusion activism, recognizing that state and local contexts will shape the specifics of strategic decisions that are made at each point along the way.” “Drawing upon existing digital activism efforts and the best policy and program practices that have emerged in states with extant broadband access initiatives, we suggest a number of goals that might be useful for newly forming coalitions to consider.” “In a review of the literature on the advocacy process, Bliss [56] identifies five components of a framework for thinking about engaging in policy advocacy which we might use to reduce the digital divide.” Forming an Advocacy Structure “Social workers might launch such a campaign under the structure of an NASW State Chapter policy committee, as part of a multiagency campaign to increase client access to tele-health services or as part of a local chapter of a national digital inclusion organization.” “With the social distancing needs of those providing social services, health care, and mental health services to low income and rural populations during the era of

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Covid-19, it might be an opportune time for state actors to create coalitions of digital access activists among the providers accepting Medicaid and/or working with state contracted services.” “The National Digital Inclusion Alliance might be a useful organization with whom social workers might form coalitions, as they currently work with 44 state organizations that include libraries, universities, school districts, and others with a vested interest in seeing an expansion of digital access (National Digital Inclusion Alliance [57]).” Clarifying Cause and Beneficiaries “Bliss states that social workers should clarify the nature of their cause and the intended beneficiaries of their advocacy.” “The cause is clear—to increase access to and adoption of affordable, highspeed broadband at the state or local level.” “The exact nature of the beneficiaries will vary somewhat based upon state context—in general though, as we have shown in our earlier literature review, the populations dealing with lower levels of Internet access and adoption include rural populations, residents of tribal reservations, the elderly, people of color, and low-income citizens.” Articulating a Desired Outcome “These promising practices are mutually reinforcing, frequently done simultaneously, and include (a) a clear plan for stakeholder outreach and engagement; (b) a policy framework with well-defined goals including the creation of tasking agencies or establishing separate offices to lead statewide broadband programs, plans for identifying barriers in unserved and underserved areas, and initiatives that connect broadband to other policy priorities such as economic development, transportation, education, and health care to build partnerships and leverage more funding; (c) planning and capacity building goals that help educate community members, identify needs and goals, and start conversations with ISPs, evaluate options, and move toward implementing infrastructure projects; (d) funding and operations that provide support for broadband deployment in unserved and underserved areas through grant programs and which include accountability measures to ensure that grantees demonstrate they are providing the service they were funded to deliver; and (e) program evaluations which effectively explore the performance of their efforts and update goals and activities as their programs mature.” Identifying a Target Audience “Candidates and elected officials in the state legislatures or in statewide offices such as governors, lieutenant governors, and state treasurers are likely to have influence in the creation and implementation of digital access programs.” “Appointed officials directing state agencies are also going to be key constituencies for the successful development and implementation of digital inclusion policies.”

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“The Pew Foundation has noted the importance of strong leadership from governors, legislators, and agency heads in successful development of digital inclusivity initiatives.” “If a governor’s office lacks focus on broadband as a priority, other state agencies will lack energy around broadband goals, so advocacy efforts should be targeted to them early on.” Selecting Strategies and Tactics “Media Alliance is a California-based media change and resource organization founded in 1976 that engages in activism including digital inclusion.” “Examples include attending public meetings, testifying at public hearings and distributing your comments to the press, inviting your elected officials to visit and witness successful digital inclusion projects in your community, organizing local coalition members to apply for larger city or regional task force seats, and organizing town hall meetings with local organizations and testimonials from people impacted by digital exclusion.” “Media Alliance provides a toolkit of resources designed to help those who want to advance digital inclusion.” “Are Internet connectivity, affordable and accessible hardware, and training and technical support (i.e., digital literacy) (For a full discussion of toolkit ideas and strategies see: https://media-alliance.org/wp-content/uploads/2016/05/MediaAlliance-Digital-Inclusion-Advocacy-Toolkit.pdf).” Advocacy Process and Outcome Evaluation “Bliss argues that advocates must identify how they will evaluate advocacy processes and actions.” “Without an evaluation component, the advocating entity will lack formative and summative feedback to assess their advocacy efforts and share with others.” “Advocates might consider consulting with or collaborating on evaluation with local universities.” Conclusion “Digital inclusion is a human right largely overlooked in macro social work practice and policy advocacy.” “Tackling the digital divide will require an approach that not only expands access but also provides digital skills and encourages people to use the Internet in ways that positively contribute to their social, economic, and political lives.” “In the simplest sense, social work tasks involve working collaboratively to advance people’s access to resources.”

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Transnational Advocacy at the United Nations for Social Workers [74] This is a machine-generated summary of: Gabel, Shirley Gatenio; NingningYang, None: Transnational Advocacy at the United Nations for Social Workers [74] Published in: Journal of Human Rights and Social Work (2022) Link to original: https://doi.org/10.1007/s41134-022-00216-1 Copyright of the summarized publication: The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Advocating at the United Nations is a daunting task for many social workers.” “As more of the social and human rights issues social workers confront in their practices have global roots and international implications, it becomes imperative that social workers seeking justice learn how to shape policies and decisions made at the UN.” “Advocating for policy changes beyond national boundaries is known as transnational advocacy.” “Non-governmental organizations (NGOs) are a common vehicle for social workers to advocate at the UN.” “This paper introduces readers to the types of status NGOs hold at the UN, how NGOs advocate at the UN, and how social workers are currently represented at the UN.” Transnational Advocacy “Opportunities for dialog increase by developing transnational advocacy networks among civil society organizations and NGOs, states, and international organizations (Keck & Sikkink, [58]).” “Post-World War II, transnational advocacy networks around human rights emerged due to the persistent gap between states’ human rights rhetoric and practices (Schmitz, [59]).” “Transnational NGOs create linkages and exert pressure on governments domestically and internationally through other NGOs and NGOs working with foreign governments or international organizations to pressure countries to yield to universal norms such as human rights (Brysk, [60]).” “Of transnational advocacy, states have had to accommodate outside opinions regarding domestic practices and explain their actions to independent agents (Schmitz, [59]).”

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Non-governmental Organizations (NGOs) at the United Nations “NGOs include international charities such as OXFAM and Save the Children, research institutions, churches, community-based organizations, lobby groups, and professional associations.” “By 1992, this grew to 900 NGOs officially represented at the UN, and in 2021 the number of NGOs who have active consultative status through ECOSOC is approximately 5600 (Strandenaes, [61]; NGO Branch Department of Economic and Social Affairs, n.d.).” “About 12,000 NGOs work with the UN, more than half do not have ECOSOC status (NGO Branch Department of Economic and Social Affairs, n.d.).” “Special consultative status is for NGOs with competence in a few issues, and roster status is for NGOs that ECOSOC considers can occasionally contribute to its work (United Nations, [62]).” “NGOs may hold “parallel” meetings at international conferences called NGO Forums.” Major Groups and Other Stakeholders at the United Nations “The UN first developed the concept of Major Groups and Other Stakeholders (MGoS) in Agenda 21 at the 63UN Conference on Environment and Development in Rio (Earth Summit).” “The UN created nine Major Groups to organize the divergent interests of thousands of participating NGOs and individuals attending the Earth Summit: Women, Children and Youth, Farmers, Indigenous Peoples, Workers and Trade Unions, Local Authorities, Science and Technological Community, and Business and Industry.” “Each Major Group includes representatives from various civil society sectors, commercial corporations, hybrid organizations, and partnerships.” “The UN DESA Division for Sustainable Development Goals (DESA/DSDG) coordinates the Major Groups and Other Stakeholders (United Nations, [64]) The main benefit of the MGoSsystem for NGOs is that ECOSOC consultative status accreditation, a lengthy process that can take upwards of 1 year, is not required for membership to the MGoS. The MGoS include social service organizations and advocacy related to social work interests and are among the ways NGOs are represented at UN deliberations (Gabizon, [65]).” “The MGoS system represents the main channel of broad society participation facilitated by UN activities related to UN Sustainable Development Goals (SDGs) implementation.” The Structure and Functions of the United Nations “The GA is the only one of the main organs where all Member States have equal representation: one nation, one vote (United Nations General Assembly, [66]).” “The GA is the main decision-making body with the mandate to make recommendations on peace and security, political cooperation, international law, human rights, and international collaboration on social, economic, cultural, education, and health issues (United Nations General Assembly, [66]).”

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“UN member states’ national delegations work around the year between GA meetings, proposing and negotiating global policies largely through six GA committees: First Committee — Disarmament and International Security Committee; Second Committee — Economic and Financial Committee; Third Committee — Social, Humanitarian and Cultural Committee; Fourth Committee — Special Political and Decolonization Committee; Fifth Committee — Administrative and Budgetary Committee; and Sixth Committee — Legal Committee.” Social Workers at the United Nations “Social workers are present across the world working in international and local organizations, from large humanitarian organizations such as Médecins Sans Frontières to faith-based international networks to smaller nonprofits in various countries (Mama, [67]).” “Many social work students have their field internships at NGOs in New York City and Geneva represented at the UN or are placed at UN agencies in various countries.” “At NGOs represented at the UN, students are regularly tasked with collecting testimonies, drafting statements, participating in the UN meetings, and following up with NGO committees and coalition members’ work.” “The UN representatives of these organizations organize various events such as the annual Social Work Day at the UN, parallel and side events in conjunction with other NGOs and non-state actors, and also submit and circulate statements on issues of social work concern to various UN committees, agencies, meetings, and conferences.” Advocating at the High-Level Political Forum (HLPF) “They can do the following: Attend Voluntary National Review (VNRs) Participate in Regional Forums on Sustainable Development (RFSD) Advocate through MGoS, such as participating in drafting the position paper of MGoS Apply for and hold Side Events Engage in direct lobbying of member countries Review progress in SDG implementation at the national level and meet with the appropriate government departments early in the national VNR process to determine how the government will handle civil society inputs.” “When the African Group in the Third Committee tried to block the resolution of the HRC in 2016 to create a mandate for an Independent Expert on Sexual Orientation and Gender Identity [68], news of the NGO efforts motivated an unprecedented scale of advocacy by NGOs at the UN.” Conclusions “The case examples presented in this paper highlight two important qualities regarding social work advocacy through NGOs at the UN.” “The second case presented regarding an HRC mandate to establish an independent expert to monitor human rights violations against LGBT people, the implementation of anti-discrimination laws, and to be an international voice for sexual orientation and gender identification issues, demonstrates the importance of

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understanding the process of how resolutions move through the UN system and the points at which there are opportunities to influence decisions at the UN.” “Consultancy status with the United Nations ECOSOC is not a requirement for NGOs and other civil society actors to participate in ECOSOC-sponsored programs, committees, and workshops.” “OHCHR regularly organizes country and regional workshops and seminars for national actors, including members of civil society such as NGOs, to strengthen their capacity to contribute to the treaty reporting process and follow up on the recommendations of treaty bodies.” [Section 8] “Social workers should better understand the global relatedness of current human rights and social issues, how international treaties at the United Nations (UN) are formed and monitored, and how civil society can influence deliberations and outcomes.” “Critical policy decisions that affect how we frame social issues and respond to them in our own countries are regularly made at the United Nations.” “The growth in NGOs has changed how social, economic, and other public policies are developed and increased human rights visibility on policy agendas, particularly after the Cold War.” “Through NGOs, social workers can share their expertise on social, economic, and environmental issues with policymakers to influence their decisions on these matters.” “This paper reviews the growth of NGO influence at the UN, the emergence of transnational advocacy, the roles of different actors, and opportunities for social workers to contribute to policymaking and promoting human rights at the UN.”

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62. United Nations. (2018a). Working with ECOSOC: A NGOs Guide to Consultative Status, Available from: http://csonet.org/content/documents/ECOSOC%20Brochure_2018a_Web. pdf. (accessed May 12 2021). 63. Agenda, 21. (1992). United Nations Conference on Environment and Development (UNCED), 1992. Available from: https://sustainabledevelopment.un.org/outcomedocuments/agenda21. (accessed 20 June 2021). 64. United Nations. (2018b). UN sustainable development knowledge platform. Available from: https://sustainabledevelopment.un.org/majorgroups/about. (accessed 12 May 2021). 65. Gabizon, S. (2016). Women’s movements’ engagement in the SDGs: Lessons learned from the women’s major group. Gender & Development, 24(1), 99–110. https://doi.org/10.1080/135 52074.2016.1145962 66. United Nations General Assembly. (n.d.). Functions and powers of the general assembly. United Nations. Available from: https://www.un.org/en/ga/about/background.shtml. (accessed 6 June 2021). 67. Mama, R. (2012). Representing social work at the United Nations and other international bodies. In L. Healy & R. Link (Eds.), Handbook of International social work: Human rights, development, and the Global profession (p. 118). Oxford University Press. 68. International Service for Human Rights. (2016). NGOs make a united call for an independent expert on sexual orientation and gender identity. Available from: https://www.ishr.ch/news/ ngos-make-united-call-independent-expert-sexual-orientation-and-gender-identity. (accessed 7 June 2021). 69. Mason, Lisa Reyes Where to for Climate Justice and Social Work Advocacy? Connect, Dialogue, and Multisolve. Journal of Policy Practice and Research (2021). https://doi.org/10.1007/ s42972-021-00038-x 70. Mason, Lisa Reyes; Minnick, Dorlisa J.; Tercero, Stephanie; Melton, Colleen Cummings; Greenfield, Jennifer C. Policy Mapping of US Congressional Proposals on Climate Change: Informing Social Work Advocacy. Journal of Policy Practice and Research (2022). https://doi. org/10.1007/s42972-022-00055-4 71. Henry, Alasdair; Wright, Katie; Moran, Anthony Online activism and redress for institutional child abuse: function and rhetoric in survivor advocacy group tweets. Interest Groups & Advocacy (2022). https://doi.org/10.1057/s41309-022-00165-0 72. Chammas, Grace Human Rights–based Practice in Social Work: The Case of Asylum Seekers in Canada. Journal of Human Rights and Social Work (2021). https://doi.org/10.1007/s41134021-00191-z 73. Sanders, Cynthia K.; Scanlon, Edward The Digital Divide Is a Human Rights Issue: Advancing Social Inclusion Through Social Work Advocacy. Journal of Human Rights and Social Work (2021). https://doi.org/10.1007/s41134-020-00147-9 74. Gabel, Shirley Gatenio; NingningYang, None Transnational Advocacy at the United Nations for Social Workers. Journal of Human Rights and Social Work (2022). https://doi.org/10.1007/ s41134-022-00216-1

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Introduction by the Editor Introduction Social activism is an intentional action by an individual or group that aims to reform institutions, behaviors, relations, and expectations in society. Through various therapies and interventions, social workers aim to transform the behaviours and attitudes of the people they serve. Social activism can be achieved by affecting political policy or by building new institutions or organizations. However, when the above is not feasible, social workers encourage individuals to change their behaviors directly. Social activism can play a very important role in the welfare and development of a country. Social activists operate as a linkage between justice and injustice. When an unjust act occurs, the activities are initiated, and the deprived party is assured of the justice and required entitlement. In this sense, social activism and social work have very close connections and similarities within the core values that they believe. Social work as a human service profession aims to establish a just and equal society where social activism aims to bring desirable social change and transformation through political actions and advocacy. Activism in Social Work Practice In the twenty-first century, activism played a major role in social change and transformation. However, despite social workers’ international recognition and engagement, social work professionals remain strongly divided on numerous important international issues. There seems to be less unity and solidarity in the issues related to global nature, and social work, as a profession in many parts of the world, seems to fail to understand its values and impact in bringing about positive social change. The need for social worker activism is important in contemporary society, as everything in modern society seems to be influenced by globalization and neoliberal market politics. Social workers are perceived as change agents and human rights activists who will work for social justice, equality, and social change. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025 R. Baikady (ed.), Global Social Work: Human Rights, Advocacy, and Sustainability, https://doi.org/10.1007/978-981-96-1832-3_5

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Social activism, in the form of actions that direct or prevent changes in social policies, is essential for the welfare of marginalized and vulnerable populations. Social workers, as community development workers and human rights activists in many countries, are expected to take up the activist’s role to empower vulnerable individuals, groups and communities and increase their social participation. In their role as social activists, social workers defend the rights of disadvantaged groups, provide social justice, realize social change, increase awareness and increase social solidarity. Activism and its need in contemporary society Activism takes place in light of political struggles (della Porta & Diani, 2020; Ekman & Amnå, 2012) and demand for change and transformation. This activism often occurs in response to the unfair distribution or misuse of resources, welfare benefits and entitlements by a few people who are otherwise equally distributed to the deserving people. The principal aim of this activism is to promote social justice, social transformation, and preserving the environment (Vecchione et al., 2015). Social workers in contemporary society need to be change agents who will take on the responsibility of educating, organizing and motivating the general public regarding various policies and programs implemented by different state machineries and their advantages and disadvantages. Social workers involved in activism encourage the general public to oppose polices that are not favourable to their development or policies that do not address their existing problems effectively. Social activism plays a major role in gathering public opinion on various social problems and helps policy makers and policy implementers find effective solutions. Social activism has played a very active role in history in solving some of the very prominent social problems. Even in contemporary society, social issues such as poverty, inequality, discrimination, racism and gender discrimination and the ill-treatment of women and children have been effectively addressed by social movements and social activism. Social work as a social justice profession involves several of its principles and practice methods through historic incidences. Protest, call-outs and non-cooperation were well-known methods of showing disapproval and social work profession since its beginning used these methods on several occasions to protest and show its non-support to the state as well as several state lead programmes. Furthermore, on several occasions, social workers use public protests, such as a rally, march, or public meeting, to convey their disapproval of the state-introduced policies and programmes. This chapter includes well-researched literature exploring various aspects of social activism and its connection to social work. This chapter focuses on social movements, nongovernmental organizations and their role in social action, activism related to various minority groups in different parts of the world and human rights and activism related to various human rights violations. This chapter is a rich collection of literature on various aspects related to activism and provides a deeper understanding of how activism can be useful in social work practice

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for social work graduates, educators and practitioners. The literature outlined also guides new social work graduates in their professional practice. Reference

Della Porta, D., & Diani, M. (2020). Social movements: An introduction (3rd ed.). Wiley-Blackwell. Ekman, J., & Amnå, E. (2012). Political participation and civic engagement: Towards a new typology. Human Affairs, 22(3), 283-300. Vecchione, M., Schwartz, S. H., Caprara, G. V., Schoen, H., Cieciuch, J., Silvester, J., Bain, P., Bianchi, G., Kirmanoglu, H., Baslevent, C., Mamali, C., Manzi, J., Pavlopoulos, V., Posnova, T., Torres, C., Verkasalo, M., Lönnqvist, J.-E., Vondráková, E., Welzel, C., & Alessandri, G. (2015). Personal values and political activism: A cross-national study. The British Journal of Psychology, 106(1), 84-106. Machine generated summaries Disclaimer: The summaries in this chapter were generated from Springer Nature publications using extractive AI auto-summarization: An extraction-based summarizer aims to identify the most important sentences of a text using an algorithm and uses those original sentences to create the auto-summary (unlike generative AI). As the constituted sentences are machine selected, they may not fully reflect the body of the work, so we strongly advise that the original content is read and cited. The auto generated summaries were curated by the editor to meet Springer Nature publication standards. To cite this content, please refer to the original papers. Machine generated keywords: movement, activist, activism, social movement, emergence, historical, food, gay, alternative, human right, urban, right, organisation, primarily, indigenous

Forces of Altermodernization: Urban Social Movements and the New Urban Question in Contemporary Poland [41] This is a machine-generated summary of: Pluci´nski, Przemysław: Forces of Altermodernization: Urban Social Movements and the New Urban Question in Contemporary Poland [41] Published in: VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations (2018) Link to original: https://doi.org/10.1007/s11266-018-0007-x Copyright of the summarized publication: The Author(s) 2018 License: OpenAccess CC BY 4.0

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This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “The article discusses contemporary Polish ‘right to the city’ movements and their potential for creating change, described here as the potential for ‘alternative modernization’, a term rooted in the alterglobalist movement.” “In Poland, both an historical anti-urbanity and monologic patterns of regime transformation (the latter producing the ‘anti-city’) have become points of reference for urban movements and their demand for alternative patterns of modernization, called here altermodernization.” “The altermodernist model focuses, among other things, on discourses and praxis of decommodification, institutional reform and visions of a ‘well-organized city’.” Introduction “This objective process has increased the importance of the so-called ‘new urban question’ (Merrifield [1]), even if it is manifested differently in every area of our urbanized planet due to particular historical, social, cultural and economic contexts.” “One of the results of this ‘urban (r)evolution’ is reinvigorated activism that has been visible for nearly a decade, in particular the revival of urban social movements and their key political demand, the right to the city (RTTC).” “The new urban question in modern Poland has focused on identifying: (1) key urban problems, the sources of which are rooted in long- and short-term historical experience, and (2) those entities trying to address these problems by developing and attempting to implement concrete alternatives, i.e., a vision of the city that is as open, accessible and just as possible.” “It also addresses the ambivalence of the Polish experience of urbanity from a long-term perspective (Kubicki [2, 3]) and from that of post-socialism (Jacobsson [4]), linking urban issues with the problem of imitative modernization.” Methodology of the Study “The activists chosen for the study had to fit the criteria of (1) having been active for at least a year, and (2) being active in urban areas on the neighborhood, district and/or city level.”

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“During the process for selecting candidates to interview, the key movements and initiatives in a given city were first mapped and then contact was made with representatives of activist circles using the snowball technique.” “The interviews focused on three main aspects: biographical (the role of their social and family background, the length and history of the interviewees public engagement), conceptual (focusing on the clarification of concepts, in this case on the meaning and interpretation of the right to the city category), and activist (the specificity of a particular interviewee’s activities).” Urban Movements in Contemporary Poland “As Paweł Kubicki suggests, ‘Polish urban movements (…) are different in many aspects from those developing in the Western World’, since ‘after the transformation in Poland in 1989 the question of cities was relegated to a sidenote in mainstream political discourse’ (Kubicki [3], pp.” “The acceptance of the demands of the RTTC as its driving ideology is a key (auto)definitional element for activists in urban social movements (Piotrowski and Lundstedt [5]; Pluci´nski [6]).” “The RTTC is also a key element of the so-called ‘Urban Theses’, the proclamation of the Congress of Urban Movements and the main platform for urban social movements in Poland.” “Urban movements in Poland are most often labeled as left-wing; however, this label has been structurally conditioned by two phenomena: the triumph of neoliberalism as the ‘fuel’ of transformation and the success of right-wing populism as a reaction to the crisis of the former.” Neoliberal Urbanism and the Post-Socialist Perspective “Considering the fact that global capitalism remains a key motif in analyses of RTTC movements (Brenner [7]; Harvey [8]; Jacobsson [4]; Mayer and others [9]; Polanska [10]), and the scale (Smith [11]) of its effect and, therefore, the problems it generates on the national and local levels, there is a significant ‘underrepresentation’ of the neoliberal context in research into urban movements, especially in Polish academia.” “The post-socialist perspective is currently one of the key analytical viewpoints on the issue of neoliberal transformation.” “The post-socialist countries, on the other hand, moved from central planning to a haphazard and chaotic urban development following a permissive laissez faire during the first 15 years of economic transformation’ (Jacobsson [4, p. 11]).” “Perspective, modern urbanity as a phenomenon historically generated by emancipated city dwellers (burghers) is not natural to Polish experience (Leder [12]).” A Struggle with Modernity: Historical Non-Urbanity “There were at least four moments of urbanity deficit: the Nihil Novi constitution of 1505; the struggle of city dwellers (burghers) for the inclusion of ‘city laws’ in the Constitution of May 3, 1791; the proletarian Revolution of 1905 in the

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Kingdom of Poland; and the present moment and the consequences of ‘regime transformation’ in 1989.” “Developmental divergence occurred at the beginning of the sixteenth century, when the local gentry won the struggle for political domination with the king, cities and city dwellers, making the pro-gentry Nihil Novi constitution of 1505 the symbol of its victory (Bogucka and Samsonowicz [13]).” “The attempt at urban emancipation was a failure and Polish cities became outlying peripheries of the three powers that had taken part in the Partitions.” “Another attempt to ‘invent urbanity’ was made during the Partitions of Poland, driven not by city dwellers, but by the proletariat in the Kingdom of Poland during the Revolution of 1905.” A Struggle with Modernity: The Depletion of Imitative Modernization and the Problems of Neoliberal Urbanism “Freedom of mobility popularized the experience of urbanity that was socially, architecturally and urbanistically different, giving birth to the need to reconstruct Polish cities.” “Due to economic circumstances, like the relatively low purchasing power of city dwellers and increasing property prices in city centers as well as the progressive Europeanization of the market, the suburbs have become the dominant prospect (Kajdanek [14]), turning cities into places of transit between the urban workplace and suburban housing.” “Funnily enough, that’s exactly what I found [male, Wrocław, spatial order and city beautification activist] The time described is, therefore, a period of interregnum, a moment when the old urban order is under question and new elements of the imaginary order are still being created.” Forces of Altermodernization “The urban initiatives and movements that started emerging in 2007–2008 in Poland’s largest cities were at first isolated and unaware of the larger context.” “They were, however, quick to develop their own counter discourse, praxis and strategies as well as (re)construct local public spheres while facing the long tradition of non-urbanity, non-participation and the challenges of neoliberal urbanism.” “This change has been noted by Marta Smagacz-Poziemska: ‘Where fifteen years ago (…) discussing the city as an enterprise was met with silent approval, today this language and its inherent ideology are met with resistance.’” “In Smagacz-Poziemska’s view, urban movements are advocates for change, ‘publicly dealing with the free market discourse and offering an alternative narrative, that of a collective city, filled not with great events and sports stadiums but with basic and universally accessible urban infrastructure’ (Smagacz-Poziemska [15], pp.”

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The Struggle for Decommodification “In Polish cities, the struggle for the public good has become a struggle against the commoditization of housing along with caregiver and educational services, while activity focused around the idea of an urban commons can be found in the rebirth of cooperative ideas.” “It is not the same as public property, which exists right next to private property, because the common good is a type of a commune where we, employees, own everything [male, Kraków, cooperative and tenants movement’ activist] While the tenant movements are not the only social actors active in the field, their activists were the first to demand decommodification.” “Numerous social movements for the public good are also subjects of decommodification struggles and the Kraków RTTC movement stands as an archetypal example.” “Exemplary cooperative initiatives include ‘Ogniwo’ in Kraków and ‘Zemsta’ in Pozna´n, both strongly connected with local RTTC movements: ‘Ogniwo’ was started by members of the Right to the City Initiative.” Institutional Reform: From the Right to the City to Ownership Disputes “Urban movements, which arose at one point as a theory, were a means to democratize representative or parliamentary, bourgeois democracy. [male, Kraków, cooperative and tenants movement’ activist] The right to decide, to influence what happens in the city. [male, Warsaw, urban democracy activist] The right to make decisions about common space understood broadly, both as a literal space outside your window and the public sphere. [female, Kraków, public education and social care activist] Other answers profiled the demands of the RTTC differently, with stronger emphasis on the lens of decommodification: In my understanding the right to the city as a city that is not managed like a business.” “The relational perspective assumes multiple forms of ownership: private property, personal property and different types of co-ownership: public property (public goods) or social property (common goods, cooperatives).” Dream Cities “The return to urbanity in the perspective of urban movements is a turn towards the down-to-earth, communal, socialized cities of Jane Jacobs [16], Jan Gehl [17] or Leon Krier [18].” “Analysis in toto remains impossible, but the urban vision from the pages of Miasta [Cities] magazine can provide a representative example.” “All the aforementioned motifs seem rather obvious from the perspective of an enlightened debate about late modernity and its logic of inclusion, but Cities also presents multiple issues dwellers have yet to face: megatrends and future challenges prognosticated by international agencies like World Health Organization (urban demographic transformation) or the United Nations (the HABITAT program being of particular prominence).”

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“Urban discourses, including Cities, can be viewed from yet another perspective: while carving out a model for the city, they simultaneously propose a normative model for the city-dweller.” Can Polish Urban Social Movements Succeed? Conclusions Posed as Questions “Otherwise, how does one define success for social urban movements?” “While urban movements are not primarily power-oriented, they demand and take responsibility for joint control, sharing power in a few regional governments throughout Poland, both on city and district councils and—increasingly—as experts or officials.” “Representatives of urban movements won seats on city (Gorzów, Pozna´n, Toru´n) and district councils (Warsaw).” “During the most recent, Fifth Congress of Urban Movements, a special resolution was prepared withdrawing support for Jacek Wójcicki, the President of Gorzów, who—in the opinion of the Congress—has implemented policies openly in conflict with their ‘Urban Theses’ and the postulates of the local urban movements.” “Despite the doubts they have expressed, representatives of a large number of urban movement groups have agreed to take part in the upcoming local elections.” “Activists themselves stress this relation: the more altermodernist imaginations and practices are intercepted, but not instrumentalized by local governments, the bigger the success for the movements.”

Negotiating the NGO/Social Movement Dichotomy: Evidence from Punjab, India [42] This is a machine-generated summary of: Brown, Trent: Negotiating the NGO/Social Movement Dichotomy: Evidence from Punjab, India [42] Published in: VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations (2012) Link to original: https://doi.org/10.1007/s11266-012-9324-7 Copyright of the summarized publication: International Society for Third-Sector Research and The Johns Hopkins University 2012 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Non-Government Organisations (NGOs) and social movements are often juxtaposed as two distinct modes of action within civil society.”

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“KVM is one of a growing number of groups working in the field of sustainable agriculture that has chosen to adopt a social movement model of organisation and distance itself from NGOs.” “The case helps illuminate how and why social movements differentiate themselves from NGOs and the challenges they face in doing so.” Introduction “It has responded to the problems it perceives to be associated with NGOs by attempting to organise as a ‘social movement’, as an alternative form of civil society action.” “It explores what KVM activists mean in distinguishing their form of organisation from NGOs and reveals some of the challenges they have faced in doing so.” “The third research method was the collection of primary materials produced by KVM and partner organisations.” “The section that follows will provide an outline of some of the main academic perspectives on NGOs and social movements, and the relative strengths and weaknesses of each form of organisation.” “This is done with a view that the type of work in which civil society actors are engaged inevitably influences their decisions regarding organisational form: it is impossible to discuss KVM’s attempt to position itself as a social movement without understanding the crisis situation in Punjab’s agriculture and the push towards sustainable agriculture which form KVM’s raison d’être.” NGOs and Social Movements: Perspectives in the Academic Literature “Desmarais [19], for instance, considers the position of NGOs in civil society, and emphasises the fact that, in contrast to other civil society organisations, NGOs receive funds from major national and international institutions in order to implement development projects.” “One of the factors that may contribute to this fluctuation is the way in which social movements are positioned relative to other organisations within civil society.” “The contrast between social movements and NGOs is particularly prominent in developing countries, where NGOs often occupy a dominant position within civil society.” “While the very distinction between NGOs and social movements may be clear and taken for granted by academics, questions remain as to how this binary is conceptualised and constructed by civil society actors themselves, and how their understandings guide them in making decisions relating to strategy and the development of organisational structures.” Punjab’s Agrarian Crisis and Sustainable Agriculture as Alternative “And 1970s, Punjab dramatically increased its agricultural output through the implementation of Green Revolution development strategies.”

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“These methods of agricultural production are growing in India and throughout the developing world (Willer and Klicher [20]) as a means of addressing the problems resulting from the Green Revolution, while at the same time attempting to sustain high yields.” “While this is a significant development, the majority of work in promoting sustainable agriculture at the level of production, consumption and policy, is being done by neither governments nor political parties, but by civil society organisations.” “One may glean a general impression of the diversity of these organisations through reference to Alvares [21] Organic Farming Sourcebook, which catalogues hundreds of sustainable agriculture initiatives.” “The sections that follow explore why some sustainable farming organisations, like KVM, are choosing to adopt a ‘movement’ mode of action, rather than an NGO mode, and what this distinction means in practice.” Kheti Virasat Mission: A General Outline “Dutt and other KVM members also stress that NGO-style work ensnares activists in projects, causing them to lose sight of the broader cause.” “The Organic Farming Sourcebook lists KVM as the sole organisation working for this cause in the state (Alvares [21]).” “Dutt has tried to be sensitive to the various social groups that Punjab’s ecological crisis concerns and has encouraged them to organise into action groups to facilitate changes in a manner best suited to them.” “For KVM, in addition to avoiding the negative features ascribed to NGOs, acting as a movement has meant the following: (1) acting in an informal, flexible way to respond to the latest issues; (2) forming action groups to mobilise specific groups of people with an interest in participating; (3) mounting politically focused campaigns, particularly against GM crops; and (4) Dutt acting as a charismatic leadership figure, rallying popular support through public events.” The Chiranjivi Gram Abhiyan: KVM as ‘Hybrid Organisation’ “Regarding the project work, he asserts that KVM has a ‘duty’ to educate farmers on natural farming techniques, given that they have been so actively promoting them.” “In the village context, he says, when KVM is engaging with farmers in order to change their views on farming, they are working in a ‘movement’ mode; when they educate and try to build the capacities of farmers, they work in a ‘project’ (NGO) mode.” “Despite the claims made by KVM, farmers, with a few exceptions, indicated that using natural farming techniques had failed to deliver comparable yields to chemical farming.” “After more than 2 years of the project, some farmers had become disgruntled with KVM and the idea of converting to natural farming.”

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“His comments above reflect an expectation on the part of farmers that despite their lack of funds, KVM should be behaving more like an NGO and giving comprehensive support to farmers as they make their transition to natural farming.” Restructuring the Organisation “A central problem identified by both AG and SA was that KVM’s leadership had taken on too many tasks, which had become a barrier to delivering on their promises of making natural farming systems productive.” “For AG, this represented a failure with respect to the central goals of the organisation: There has been a dilution of the original mandate of promoting natural farming, because a lot of other issues have come up, which has given KVM an opportunity to network with other NGOs in the country.” “As KVM’s leadership was becoming involved in new tasks, a growing number of farmers were experimenting with the techniques they prescribed.” “Dutt and other key members asserted that large land holding farmers and those with a commercial mindset should not come to occupy a leadership position within KVM.” Discussion: Negotiating the Dichotomy “It may therefore be argued that Dutt and other KVM activists are trying to impose natural farming on communities, in the same way as many NGOs are criticised as imposing projects, rather responding to more immediate development needs.” “As KVM restructures and takes on more NGO-style project work, these projects have been informed directly by grassroots needs, and it is being restructured in such a way that it is able to better meet those needs.” “KVM’s perceived need to professionalise and possibly take on more projects was a response to their incapacity to meet the needs and expectations of farmers.” “It is possible that since KVM appeared to operate as an NGO in other respects, farmers expected it to provide a corresponding level of professional support as is found in well-organised NGOs.” Conclusions “By distancing themselves from NGOs and presenting themselves as a ‘people’s movement’, KVM activists assert their commitment, authenticity and connections to the grassroots.” “By suggesting that their movement represents the grassroots perspectives of farmers, KVM implies that instead of being influenced by the agendas of international donors, their agenda reflects indigenous concerns.” “Even as KVM begins to take on more project work and formalise its structures, it holds closely to its ‘social movement’ identity.” “When implementing project work, KVM activists claim to have already benefitted from their social movement identity, suggesting that it encourages farmers to invest greater trust in them than they would in mainstream NGOs.”

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“As restructuring unfolds, it may be valuable for future research to investigate the impacts this has on KVM’s identity, agenda, mode of organisation and connections to grassroots issues.”

From Health Crisis to Rights Advocacy? HIV/AIDS and Gay Activism in China and Singapore [43] This is a machine-generated summary of: Chua, Lynette J.; Hildebrandt, Timothy: From Health Crisis to Rights Advocacy? HIV/AIDS and Gay Activism in China and Singapore [43] Published in: VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations (2013) Link to original: https://doi.org/10.1007/s11266-013-9429-7 Copyright of the summarized publication: International Society for Third-Sector Research and The Johns Hopkins University 2013 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Drawing upon qualitative research on China and Singapore, we refine understanding of HIV/AIDS’ influence on the development of gay activism under authoritarian conditions, by examining the processes through which activist organizations interact with laws and regulations, political norms, HIV/AIDS funding, and government responses to both HIV/AIDS and collective organizing.” “We show how HIV/AIDS’ influence plays out in multiple patterns, depending on the strategic responses that gay activists select from a constrained range of options to shape their organizations’ destinies.” The Politics and Resources of Gay Organizing Over HIV/AIDS “To understand the complex dynamics between gay activism and HIV/AIDS in authoritarian China and Singapore, we build on social movements scholarship on political opportunities and resource mobilization.” “With political opportunities and resource mobilization perspectives, our purpose is to highlight their interactions with crucial political, economic, and legal conditions under authoritarianism and illuminate the dynamics between HIV/AIDS and gay activism.” “The nature of financial resources for HIV/AIDS is even more important to understanding gay activists’ strategic responses under authoritarian conditions, where political opportunities are tightly intertwined with economic ones.”

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“They seldom elaborate on the processes involving HIV/AIDS and gay activism under authoritarian rule, especially the various ways in which activists organizationally respond to repressive laws on registration and restrictive political norms against confrontational tactics, much less examine them as intertwined with financial resources.” Study Methods “Our data analysis for this article is based on two independent, but complementary studies on gay activism in China and Singapore, respectively.” “The goals of gay activism not only vary between the two states, but also among activist organizations within each state.” “We treat each organization as an “embedded” or subunit within the two case studies of China and Singapore to increase the number of observations significantly.” “Our larger studies examined 21 Chinese gay activist organizations and 26 Singaporean ones." “In Singapore, 198 h of such interviews were carried out in English with 100 gay activists and supplemented by field observations of activist events.” “All of the data and organizations in the larger studies were examined for this article’s analysis, though we highlight more of the materials that explicitly articulate responses to HIV/AIDS.” The Politics of Activism in China and Singapore “Although both states are typically seen as monolithic authoritarian governments that stifle activism by limiting civil-political liberties and political access, the reality is more complex.” “Where activists can offer low- or no-cost solutions to local governments, NGOs, including gay groups, enjoy some political space.” “Because the means of evaluation and promotion for local and provincial government officials remain closely tied to the economic development over which they preside, such political space may contract if and when they perceive local NGOs to undercut their efforts at growing the local economy.” “In its more active form, they build strong ties with local governments to assure them of their nonconfrontational posture.” “Offsetting their nonlegal status with nonconfrontational conduct, that is how unregistered NGOs, including gay groups, exist in China and Singapore with the states’ complicity.” HIV/AIDS and Gay Organizing in China and Singapore “For gay organizing in China and Singapore, activists interact with and strategically respond to the legal and political constraints explained above, especially registration and nonconfrontation, as well as government policies and practices regarding HIV/AIDS funding.” “As we elaborate on China followed by Singapore below, despite the variation in details, a similar storyline prevails across the two cases: Chinese and

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Singaporean activists interpreted HIV/AIDS and their governments’ reactions as providing political opportunities for gay organizing.” “Alongside the political openings and financial resources for gay organizing, the Chinese government can control gay organizations through HIV/AIDS funding.” “The most important relationship for HIV/AIDS-funded gay organizations is that with the government agent, not the international donor (Hildebrandt [22]).” “By the mid-2000s, both the HIV/AIDS organization and gay groups that partially worked on HIV/AIDS issues were receiving funding from the Singaporean government.” Discussion and Conclusion “Depending on activists’ interpretation of legal restrictions on civil-political liberties and collective organizing, political norms on nonconfrontation as well as funding and policies on HIV/AIDS, Chinese and Singaporean organizations responded to HIV/AIDS in one of four patterns: some Chinese and Singaporean activists let their organizations take up HIV/AIDS funding and partner with government authorities.” “The combination of HIV/AIDS funding policies and legal restrictions on civilpolitical liberties, especially registration laws in our Singaporean and Chinese cases, may end up suppressing gay organizing.” “Registration laws imposed further restrictions on political contention and tactics; coupled with HIV/AIDS funding, they influenced gay activists to act more cautiously, lest they lose the limited freedom and resources to organize around HIV/AIDS.” “Seizing political opportunities with HIV/AIDS and the financial resources that come with it, thus partnering or “sleep[ing] with the government,” as a Singaporean activist put it, does not necessarily predetermine organizations’ destinies with gay activism.” [Section 6] “The relationship between HIV/AIDS and gay activism is intricately linked to laws and regulations, political norms, resources such as funding and government responses to both HIV/AIDS and collective organizing, which vary from one context to the next.” “We focus on these dynamics in two authoritarian regimes, China and Singapore, to refine understanding of the processes through which activists and their organizations respond to HIV/AIDS and influence the development and even demise of gay activism.” “Our research on China and Singapore thus refines understanding of HIV/ AIDS’ influence on the development of gay activism, particularly under authoritarian conditions.” “This article proceeds as follows: first, to set out the theoretical framework of our analysis, we examine the social movements literature on the relationship between HIV/AIDS and gay activism as well as political opportunities and resource mobilization.”

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Sharing My Story: Representing Social Work at the UN and Select Local Human Rights Activism [44] This is a machine-generated summary of: Wronka, Joseph: Sharing My Story: Representing Social Work at the UN and Select Local Human Rights Activism [44] Published in: Journal of Human Rights and Social Work (2016) Link to original: https://doi.org/10.1007/s41134-016-0004-1 Copyright of the summarized publication: Springer International Publishing 2016 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “The author shares primarily select experiences having represented social work at the UN in Geneva from 2006 to the present time.” “Taking the adage to “think globally and act locally,” seriously, he also shares local human rights activism as Town Representative for Amherst, MA.” “Engaging in what can be called a “phenomenological reduction,” he places these experiences in context, by the urging primarily of students, by sharing with the reader an experiential journey, recounting his burgeoning interests in human rights as a teen at the Catholic Worker in New York City; his experiences in Eurasia and in Alaska; his connections with the International Fourth World and The Indigenous Peoples Coalition among others; and most recently his research and experiences as a Fulbrighter in Pakistan.” “He shares select portions of most recent policy oral statements given at the 30th session of the Human Rights Council (HRC) in September 2015 on, the Universal Periodic Review (UPR), the Report of the USA to the UPR process, the world drug abuse problem, and the rights of peasants, and finally, a written statement on eradicating extreme poverty before the 24th session of the HRC in September 2013.” My Story “I found it rather impressive that many students, social activists, and faculty in Europe, always spoke highly of the work of the UN and were aware of the Universal Declaration of Human Rights, totally different from my experiences in the US.” “Around that time also, when teaching in Georgia, then called West Georgia College in the 1970s and then at the University of Alaska in the 1980s, students would be totally shocked that, though the US was a leader in the Universal Declaration’s formation, that it did not implement core principles, particularly those of

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economic, social, and cultural rights, like health care, security in old age, special protections for children, and adequate meaningful and gainful employment.” “I took a course on International Human Rights Law from Philip Alston, now UN Special Rapporteur on Extreme Poverty, then at Tufts University, and I was on my way.” Being at the UN “I think then that in social work, it is safe to say that life is the profession.” “Whereas it may be a more common practice to find a profession in life, should we be true to the calling of social work as a human rights profession, we have an obligation as social workers and helping and health professionals to make human rights a way of life, not only in formal venues, but, informal ones, true to the vision of Eleanor Roosevelt, as we all know a pivotal and early pioneer in the human rights movement who said that human rights begin “In small places, close to home….” “During my years at the UN, I tried to be in the world in a certain way that transcended formal definitions of work and adhered to human rights principles as a way of life, to treat others with dignity and non-discrimination, among other things.” In New York and Geneva: Select Observations and Interventions “It also consists of various implementation measures, like the Universal Periodic Review (UPR) (see below) and human rights committee monitoring mechanisms of conventions primarily, which have a stronger juridical force.” “My first major connection with the UN, therefore, was in 1995 when the US was before the human rights monitoring committee for the International Convention on Civil and Political Rights (ICCPR), one of the nine major human rights conventions, mentioned earlier.” “Representatives of both governmental and NGO’s from the Third World, still a relatively respectable appellation, often felt that many of the rights discussed before the HRC in the main Hall, Room XX, at the Palais des Nations, like the need for gay and lesbian marriages, the release of political prisoners, the elimination of torture and the death penalty, were important issues certainly, but in their words were “miniscule” when thinking about the legacies in general of colonial exploitation by the U.S. and the European Union (EU) for centuries.” Select Oral and Written Interventions Submitted to the HRC “The International Association of Schools of Social Work applauds the recent study on the impact of the world drug problem on the enjoyment of human rights and urges all governments to distribute it widely in their policy making bodies.” “xiv.) As a way out of this global pogrom, IASSW asks all governments in concert with all structures of civil society, such as NGO’s, businesses, financial, and educational institutions three to endorse and implement the final draft of the guiding principles on extreme poverty and human rights, submitted by the

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Special Rapporteur on Extreme Poverty and Human Rights, Magdalena SepúlvedaCarmona, on July 18, 2012 before the 21st session of the Human Rights Council, under agenda item three on the protection of all human rights: civil and political; economic, social, and cultural; and the right to development.” Select Local Human Rights Activism “Let me once again share a most recent initiative in the town that I live in, Amherst, Massachusetts, which was “Warrant Article 28, Towards a Human Rights Culture,” passed in May 2015, at Town Meeting almost unanimously: WHEREAS, Article VI, Clause 2 of the US Constitution asserts: “All treaties made or shall be made… shall become the Supreme Law of the Land and the judges in every state shall be bound thereby;” And WHEREAS, the UN Charter, the Universal Declaration of Human Rights, as the authoritative statement of customary international law, and major UN human rights conventions have the status of international treaty, NOW THEREFORE BE IT RESOLVED: The town of Amherst calls upon all federal, state, and municipal legislative, executive, and judicial bodies to sign, ratify, and implement such conventions as they presently exist and evolve.” Where Do We Go from Here? “Recalling my experiences in my formative years as a teenager, I would first like to emphasize the importance of human rights education from the grammar school to high school levels.” “Curricula can simply mention to students, for example, the principles of the Universal Declaration of Human Rights, asking how it can be implemented.” “Although I did not mention here in depth the Human Rights Triptych, consisting of the Universal Declaration at the center; guiding principles, declarations, and conventions on the left panel; and implementation mechanisms on the right (see Wronka [23–26]), it is important as I have argued before the HRC to have all that UN machinery understandable to children.” “All the helping and health professions, ultimately all professions I think need to begin social movements to place on job descriptions, that one’s responsibilities are also “to engage in social action activities to create a socially just world” or simply, “to create a human rights culture.”” [Section 7] “I have never done that before in the context of human rights and am honored to share some of my story, a kind of memoir, upon basically students’ urgings, in this first issue of the Journal of Human Rights and Social Work, without a doubt a breakthrough in the field of social work, but also, relevant to other helping and health professions broadly defined, including, but not limited to medicine, public health, psychology, nursing, law, and philosophy.” “Before continuing, let me first thank the International Association of Schools of Social Work (IASSW) for having appointed me as a representative and independent expert in Geneva, for their faith and confidence in me as I attempted to rubberstamp and further social work values, a profession which after all, as the

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International Federation of Social Work has stated is “a human rights profession, having as its basic tenet the intrinsic value of every human being” (UN, [27, p. 3]).”

Resistance and Renewal: How Native Food Sovereignty Movements Should Guide Human Rights and Social Work [45] This is a machine-generated summary of: Smith Ahern, Ellen: Resistance and Renewal: How Native Food Sovereignty Movements Should Guide Human Rights and Social Work [45] Published in: Journal of Human Rights and Social Work (2020) Link to original: https://doi.org/10.1007/s41134-020-00122-4 Copyright of the summarized publication: Springer Nature Switzerland AG 2020 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Addressing these inequities and supporting Indigenous communities in the fulfillment of their right to adequate, culturally acceptable food calls for our critical consideration of how and when a rights-based approach to social work might be effective and ethically sound.” Introduction “Throughout history, the USA has manipulated Native food systems and violated the right to healthy, culturally acceptable food, undermining the intended trust relationship established between Indigenous communities and the federal government, in which tribal sovereignty and self-determination are meant to be upheld and enhanced (National Indian Health Board [28]) This paternalistic trust relationship creates a “double discourse,” in which the government forces dependence on state-regulated food, health care, environmental resources, and notions of identity, while simultaneously neglecting to adequately serve Native citizens in any of these arenas (Gurr [29]).” “Framing equitable access to food, health, and environmental resources as interrelated human rights offers one way to connect the often geographically isolated and socially marginalized struggles of Indigenous communities to one another and to an international community accountable for the realization and protection of these human rights (Gatenio Gabel [30]).” “Indigenous communities throughout the USA have also been displaced from their lands and food systems through cycles of broken treaties and forced allotment

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policies, which served to break down communal land use and facilitate the sale of individual plots to non-Native entities (Isaac and others [31]).” Native Definitions of Food Security and Sovereignty “In order to uphold ecocultural health, food sovereignty should be understood not as an ideal and/or product but rather as a process of promoting Indigenous resurgence while negotiating settler-colonial power structures (Whyte [32]).” “Their work offers these Native perspectives on the primary barriers to and solutions for food security and sovereignty: stock healthier foods in markets and support community gardening; improve the quality of food assistance programs with more produce and Native foods; improve communication and organization for administering FDPIR, SNAP, etc benefits, especially in remote tribal areas; create opportunities for intergenerational sharing of traditional knowledge, as well as cooperative access to tools for processing Native foods, such as communal smokehouses and mills; educate non-Native allies and agencies on the significance and interconnectedness of food, environment, and culture in tribal communities; restore tribal subsistence rights, as well as rights to land management, thereby valuing Indigenous hunters, fishers, and gatherers as providers and stewards, rather than vilifying and prosecuting them.” Forms of Action “To specific intertribal efforts, Native-led organizations, such as the Intertribal Agriculture Council [IAC], are reaching across tribal and national borders to build an “anti-colonial food movement” capable of cultivating and sustaining food trade systems beyond corporate, settler-colonial control (Whyte [32], p.6; Manthe and Stam [33]).” “Not only do collaborations such as this resist the historical pitting of tribes against one another, but they also rekindle intertribal food trade systems that traditionally sustained tribal nations and are now essential to contemporary food sovereignty within a globalized food system.” “For tribes and tribal alliances engaging and resisting settler-colonial systems, it has become increasingly important to effectively measure and evaluate their own food needs and sovereignty initiative outcomes.” “By formally recognizing that Native food systems around the world are indispensable to physical, spiritual, cultural, and economic health, these documents reaffirm the interdependence of human rights and increase awareness of the very real consequences of violations that impact Indigenous communities globally (UNHRC [34]).” (Re)Considering Human Rights “Consider: does a universal declaration of human rights “that claims that cultural differences [are] not fundamental” ultimately deny the very real cultural differences colonized peoples have been struggling to save from erasure (Suàrez-Krabbe [35, p. 72])?”

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“That food and health care systems meant to serve Native communities more effectively serve the goals of the state, human rights language and structures may reinforce the colonial oppression of Native peoples they are meant to protect (Gurr [29]; Corntassel and Bryce [36]).” “Native and non-Native scholars and activists question whether the codified structures of human rights thinking, as well as food and land sovereignty frameworks centered in Eurocentric notions of land use and ownership, actually diminish Indigenous capacities to heal, adapt, and define the terms of their own cultural, spiritual, and food-related sovereignty (Corntassel and Bryce [36]; Daigle [37]).” “Elevating these critical voices within the process of shaping human rights and social work language, policy and practice would be more inclusive of cultural, spiritual difference.” Implications for Social Work “Key to the equitable representation of urban and rural Indigenous communities is the use of Native-centered qualitative and quantitative research methods inclusive of historical trauma and systemic racial injustice to shape food-related programs and policy (Jernigan and others [38]; Skinner and others [39]).” “Social workers engaged in research and policy need to recognize TEK as a “deeper knowledge of self within a wider, ecocultural context,” a broadening of focus that can elevate the expertise and resilience of Native communities into larger conversations with other racialized communities about food access, ecocultural health, and human rights in the context of settler-colonial oppression and white supremacy (Nelson [40, p. 63]; Daigle [37]).” “Practices developed for and by Native peoples should guide work at every level of the food system, and, as our national and global food systems continue to reflect growing disparities in wealth, health, and access to resources, Indigenous communities at the frontline of climate change must be centered in food justice work in non-Native communities, as well.” Conclusion “Whether engaging codified human rights and sovereignty structures or asserting their own cultural values and notions of ecological and communal responsibility, Indigenous communities are leading innovative, rights-based work.” “Fundamental to this work is the understanding that nutritious, affordable, culturally appropriate food is inextricably linked to cultural, spiritual, and ecological well-being, concepts that also resonate with human rights thinking and holistic social work.” “As allies and necessary critics of human rights work, social workers across the field are therefore uniquely positioned and morally called to support diverse processes of Native food sovereignty and self-determination.”

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26. Wronka, J. (2014). Human rights as the bedrock of social justice: implications for advanced generalist practice. In K. Libal, S. Berthold, R. Thomas, & L. Healy (Eds.), Advancing human rights in social work education (pp. 19–38). Alexandria, VA: CSWE Press. 27. United Nations. (1994). Human rights and social work: a manual for schools of social work and the social work profession. New York: Author. 28. National Indian Health Board. (n.d.). Indian health, 101 Retrieved from http://www.nihb.org/ tribal_resources/indian_health_101.php . 29. Gurr, B. (2015). Reproductive justice: the politics of health care for Native American women. New Brunswick: Rutgers University Press. 30. Gatenio Gabel, S. (2015). Foreword. In S. M. Berthold (Ed.), Human rights-based approaches to clinical social work. New York: Springer Publishers. 31. Isaac, G., Finn, S., Joe, J.R., Hoover, E., Gone, J.P., Lefthand-Begay, C., & Hill, S. (2018). Native American perspectives on health and traditional ecological knowledge. Environmental Health Perspectives, 126(12), 125002–125010. Retrieved from https://ehp.niehs.nih.gov/doi/ full/https://doi.org/10.1289/EHP1944 . 32. Whyte, K. P. (2016). Indigenous food sovereignty, renewal and U.S. settler colonialism. In M. Rawlinson & C. Ward (Eds.), The Routledge handbook of food ethics (pp. 354–365). Didcot: Taylor & Francis. 33. Manthe, L. & Stam, A. (2018). Cooperatives in Indian country. Presentation at the intertribal food sovereignty summit, Mashantucket, CT. 34. United Nations Human Rights Council. (2017). Report of the special rapporteur on the rights of Indigenous peoples, Victoria Tauli-Corpuz. 9 August. Retrieved from https://www.ush rnetwork.org/sites/ushrnetwork.org/files/sr_on_indigenous_peoples_final_us_country_visit_r eport.pdf . 35. Suàrez-Krabbe, J. (2016). Race, rights and rebels: alternatives to human rights and development from the Global South. London: Rowman & Littlefield International. 36. Corntassel, J. & Bryce, J. (2012). Practicing sustainable self-determination: indigenous approaches to cultural restoration and revitalization. Brown Journal of World Affairs, 18(2), 151–62. Retrieved from http://www.corntassel.net/sustainable_selfdetermination.pdf . 37. Daigle, M. (2017). Tracing the terrain of indigenous food sovereignties. Journal of Peasant Studies, 46(2), 1–19. Retrieved from https://www.researchgate.net/publication/318549824_ Tracing_the_terrain_of_Indigenous_food_sovereignties . 38. Jernigan, V. B., Salvatore, A. L., Styne, D. M., & Winkleby, M. (2012). Addressing food insecurity in a Native American reservation using community-based participatory research. Health Education Research, 27(4), 645–55. Retrieved from https://www.ncbi.nlm.nih.gov/ pmc/articles/PMC4719163/ . 39. Skinner, K., Pratley, E., & Burnett, K. (2016). Eating in the city: a review of the literature on food insecurity and indigenous people living in urban spaces. Societies, 6(2), 7. Retrieved from https://www.mdpi.com/2075-4698/6/2/7 . 40. Nelson, M.K. (1997) Becoming Métis. Orion Magazine, 16(2), 62–64. Retrieved from https:// www.academia.edu/1613503/Becoming_Metis . 41. Pluci´nski, Przemysław Forces of Altermodernization: Urban Social Movements and the New Urban Question in Contemporary Poland. VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations (2018). https://doi.org/10.1007/s11266-018-0007-x 42. Brown, Trent Negotiating the NGO/Social Movement Dichotomy: Evidence from Punjab, India. VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations (2012). https://doi.org/10.1007/s11266-012-9324-7 43. Chua, Lynette J.; Hildebrandt, Timothy From Health Crisis to Rights Advocacy? HIV/AIDS and Gay Activism in China and Singapore. VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations (2013). https://doi.org/10.1007/s11266-013-9429-7

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Social Work and Sustainability

Introduction by the Editor Introduction The world leaders adopted the United Nations Sustainable Development Gaols in 2015, with 17 goals achieved by the end of 2030. Each of these 17 goals aims to establish a just, equal and sustainable society for humans and other living beings. Economic, social, security, environmental and energy sustainability are the driving forces in achieving United Nations Sustainable Development Gaols. Social work across the globe is continuously contributing to establishing a sustainable and equal society by serving poor, marginalized, vulnerable and other weaker sections of society. The environment is facing continuous threats and crises due to industrialization, neoliberal economic policies and profit from the prosperity of all living beings. As a result of the changing environment, health and welfare challenges are increasing rapidly both in developed and developing countries, with a greater magnitude for the population in the global south. The social work profession has a commitment to environmental conservation and sustainability promotion, as the profession is aimed at ensuring social justice and equality for all. There is a crucial need for incorporating environmental concerns into social work education and training social work graduates to respond to climate change and disaster management in contemporary society. Furthermore, scholars have suggested that social work education should consider the environment a central component (Besthorn & Canda, 2002; Coates, 2003), and a transnational approach to social work education should focus on the environment and sustainability (Hayward, Miller, & Shaw, 2012). The Need for Green Perspectives in Social Work Education There is a global voice among social work academics, practitioners and policy makers on deploying green perspectives within social work education at all

© The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025 R. Baikady (ed.), Global Social Work: Human Rights, Advocacy, and Sustainability, https://doi.org/10.1007/978-981-96-1832-3_6

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levels. Furthermore, the international professional association advocated incorporating green social work components into social work education (International Federation of Social Workers [IFSW], 2022). Social work as a human service profession needs to recognize various social issues, such as global poverty and economic growth, environmental degradation and inequity, women’s oppression and population growth, equity between generations and sustainable and inclusive development, as interconnected to the professional core principles of social justice and equality (Dominelli, 2011; Bowers, 2009). Furthermore, scholars believe that social work graduates should be provided sufficient theoretical and practical exposure during their studies to address the complexities of environmental challenges such as climate change and disasters (Androff et al., 2017; Molyneux, 2010). There is a greater need for social work academics to incorporate 17 sustainable development goals in their curriculum to prepare knowledgeable, skilful and competent social work professionals. Furthermore, the pedagogy, research and practice opportunities for social work graduates should be centred on the concepts of green social work, sustainable development goals, climate change and environmental issues. The sustainable development goals closely align with social work. Social work aims for ending poverty and inequality, bringing equality and social justice, reducing gender inequality and dignity for women and children, reducing poverty, ensuring health and education for all, combating climate change and advocating for peace and justice. Despite global demand and hastening debates, social work education across the globe is slow to meet the demand for integrating green perspectives in social work (Gray & Coates 2015). As a result, social work curricula seem to be less focused on issues related to climate change and sustainability. This chapter provides an understanding of how a holistic social work approach for sustainability can be adopted. Several articles addressing different issues centred on sustainable development are included in this chapter; the central debate of all these studies is on the contributions of different population groups in promoting and protecting our environment. Women collectives can be effectively utilized to enhance environmental conservation and sustainability initiatives at all levels. Furthermore, the literature included in this chapter provides a more in-depth understanding of different aspects of women’s empowerment, social work models for climate adoption and climateresilient societies, sustainable development goals and aging, legal social work, human rights and social work. This chapter is immensely useful for graduates in different disciplines to understand the current status of sustainable development goals, the role of different professions and different population groups in protecting and promoting environmentally friendly development practices.

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Androff, D., Fike, C., & Rorke, J. (2017). Greening social work education: Teaching environmental rights and sustainability in community practice. Journal of Social Work Education, 53(3), 399–413. Molyneux, R. (2010). The practical realities of ecosocial work: Review of the literature. Critical Social Work, 11(2), 61–69. Besthorn, F. H., & Canda, E. R. (2002). Revisioning environment. Journal of Teaching in Social Work, 22, 79–101. Coates, J. (2003). Ecology and social work. Blackpoint: Fernwood Publishing. Hayward, R. A., Miller, S. E., & Shaw, T.V. (2012). Social work education on the environment in contemporary curricula in the USA. In M. Gray, J. Coates, & T. Hetherington (Eds.), Environmental social work. New York: Routledge. Dominelli, L. (2011). Climate change: social worker’s roles and contributions to policy debates and interventions. International Journal of Social Welfare, 20, 430–438. https://doi.org/10.1111/j.1468-2397.2011.00795.x. Bowers, C. A. (2009). Rethinking Social Justice Issues Within an Eco-Justice Conceptual and Moral Framework. Journal of Educational Controversy, 4. Retrieved February 20, from: www.wce.wwu.edu/resources/cep/ejournal/v004n001/a006. shtml International Federation of Social Workers (IFSW). (2022). The role of social workers in advancing a new eco-social world. https://www.ifsw.org/the-role-ofsocial-workers-in-advancing-a-new-eco-social-world/?fbclid=IwAR13YT5v75 nJnJlVG2U_AvU256WusgHhW7-CHRy7OO0Y7gTjzsAVoqwFdqY Gray, M., & Coates, J. (2015). Changing gears: Shifting to an environmental perspective in social work education. Social Work Education, 34(5), 502–512. Machine generated summaries Disclaimer: The summaries in this chapter were generated from Springer Nature publications using extractive AI auto-summarization: An extraction-based summarizer aims to identify the most important sentences of a text using an algorithm and uses those original sentences to create the auto-summary (unlike generative AI). As the constituted sentences are machine selected, they may not fully reflect the body of the work, so we strongly advise that the original content is read and cited. The auto generated summaries were curated by the editor to meet Springer Nature publication standards. To cite this content, please refer to the original papers. Machine generated keywords: climate change, climate, woman, change, disaster, sustainable, risk, vulnerability, sustainable development, capacity, natural, recognise, rightsbased, environmental, dimension

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Social Work Empowerment Model for Mainstreaming the Participation of Rural Women in the Climate Change Discourse [86] This is a machine-generated summary of: Nyahunda, Louis: Social Work Empowerment Model for Mainstreaming the Participation of Rural Women in the Climate Change Discourse [86] Published in: Journal of Human Rights and Social Work (2021) Link to original: https://doi.org/10.1007/s41134-020-00148-8 Copyright of the summarized publication: Springer Nature Switzerland AG 2021 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “This paper is aimed at providing guidelines for social work practice in mainstreaming the participation of rural women in the climate change discourse.” “Social workers and rural women are absent from climate change interventions at professional, practice and personal levels.” “Social workers are required to enhance social change, through empowerment and liberation of women to participate in discussions on climate change like men.” “A model is presented based on experiences in southern Africa to provide some guidance for social workers on how best to mainstream gender dimensions in climate change interventions.” “This would foster social and environmental justice, social resilience, equal participation in the climate change discourse, capacity building and adaptive capacity for rural women.” Introduction “Notwithstanding a plethora of challenges with which women are confronted, Bradshaw [1] avows that rural women are agents of social change who can develop austerity solutions that will rescue world from the catastrophe of climate change, but the essential roles they play are not being given due consideration.” “In corroboration, Achstatter [2] posits that social workers should occupy a strong position in climate change initiatives focusing on elimination of all injustices emanating from climate change for rural women.” “In response, Cumby [3] reveal that most social workers’ inaction to climate change issues can be attributed to lack of exposure to climate change issues during training.”

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“This model seeks to equip social workers with a toolbox of interventions in empowering women to participate in climate change issues through gendersensitive policy development, inclusive climate change negotiation processes for rural women, liberation from social and economic inequalities, development of their capacity to cope and resilience to climate change.” Objectives of the Empowerment Model “To provide guidelines for social workers on integration of climate change in their interventions, programmes, policy developments and processes as well as the importance of mainstreaming gender dimensions in their service delivery; To serve as a basic source of guidance for both experienced and inexperienced social workers on the importance of using gendered lenses in climate change interventions.” “To leverage the acknowledgement of the roles of women, empowerment and participation of women in developmental issues including climate change; and To serve as a mechanism for elimination of inequalities between men and women in the climate change discourse where social workers take active roles in the realisation of this process.” Vulnerability of Rural Women to Climate Change “The differential gender roles which are socially constructed connote that men and women face different challenges in the climate change discourse (Nyahunda and Tirivangasi [4]).” “Further, the vulnerability of rural women to climate change is an interplay of high poverty levels, dependence on climate volatile resources for livelihood, lack of adaptive capacity, low literacy levels, gender inequalities, lack of adequate information about climate change adaptation, and property rights (Nyahunda and others [5]).” “In further arguments, Abbas, Al-Ansari, and Nasrin Baby [6] opine that the social status of women increases vulnerability to climate change because patriarchal dominance that furthers gender inequalities, such as the systematic exclusion from climate change decision-making processes, their absence from policy negotiations aimed at addressing their vulnerabilities, female underrepresentation at climate change decision-making structures, and women’s lack adequate information about climate change adaptation and mitigation compared to men.” Social Work, Human Rights and Women’s Issues “Deducing from this, the discrimination, inequalities, extra work load, lack of land and property rights, proliferation of poverty levels, systematic exclusion of women from climate change processes qualify climate change as a human rights issue which social workers should address by definition of the profession (Ramsay and Boddy [7]; Nyahunda et al. [8]; Nyahunda and Matlakala [9]).” “Alston [10] weighs in by asserting that social workers play a pivotal role in bringing social justice and human rights issues to the frontlines of climate change debates, environmental catastrophes and global challenges.”

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“Clark [11] denoted that social workers need to put into cognizance the essentiality of human rights and social justice in their negotiation of policies designed for climate change-related interventions.” “What should be noted is that the centrality of human rights and social justice to the social work profession stimulates the desire for social workers to address the disparities that characterise much of human life particularly in the climate change discourse where men and women face differential impacts along gender constructs.” Stance of the Social Work Practice on Climate Change in Sub-Saharan Africa “In light of this, Shokane [12] contends that the social work profession has the responsibility of protecting vulnerable populations affected by climate change.” “Despite all this, Mpambela and Mabvurira [13] argue that notwithstanding tendentious calls for the social work profession to be at the frontlines of climate change interventions, social work involvement in environmental challenges is still minimal in most Southern African communities.” “Cumby [3] denotes that social workers’ lack of involvement in the climate change terrain evolves from their lack of adequate knowledge on how best to integrate climate change issues into their daily work.” “Social workers do not see climate change factors in their day-to-day work because they do not have the language or models as well as tools to assess the need with accuracy (Nyahunda and others [8]; Nyahunda and Matlakala [9]).” Roles of Rural Women in the Climate Change Discourse “The quest for this model to mainstream the participation of rural women in the climate change discourse stems from the acknowledgement that they are not passive victims to the precarious climate change impacts despite a plethora of structural and systematic challenges they face (Mies and Shiva [13]; Nyahundaet al.” “Studies conducted in most Southern African countries reveal that climate change adaptation strategies such as crop diversification, change of planting dates, intercropping, zero tillage, mulching, crop rotation, use of indigenous knowledge systems and diversification of livelihoods are commonly practiced by women because of their predominance in agriculture and food production processes (Gukurume [14]; Ndebele-Murisa and Munaya [15]; Garutsa and others [16]; Nyahunda and others [8]; Nyahunda and Matlakala [9]; Nyahunda and Tirivangasi [4]).” “The most daunting fact from a studies conducted by Nyahunda, Makhubele, Mabvurira, and others [5], Nyahunda and others [8] on climate change policies in seven countries in Southern Africa, namely, Zimbabwe, South Africa, Malawi, Zambia, Tanzania, Mozambique and Botswana, reveals that most climate change polices except for Mozambique are passive in terms of acknowledging the roles of rural women as agents of social change in the climate change.”

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Role of Ecofeminism in the Model “The theory argues that inequalities, poverty, discrimination and gendered social roles of women exacerbate their vulnerability to climate change (Mies and Shiva [17]; Tuana [18]).” “The theory mantains that climate change impacts, which manifest through natural disasters, affect women more than men (Tuana [19]; Mies and Shiva [17]).” “In light of the above, Salleh [20] denotes that the vulnerability of women to climate change impacts is caused by low levels of education, limited social mobility, exclusion from decision-making processes, unequal access to resources, assets and opportunities.” “As already articulated, the theory buttresses pertinent issues assailing women in the climate change discourse and their valuable contribution which is being underestimated.” “Based on these submissions, the Ecofeminism Theory finds its relevance in this model where social workers can determine the causes of women’s exclusion from climate change initiatives.” Key Concepts Informing the Empowerment Model “Environmental justice entails equity and equality in the distribution of environmental risks, participation and involvement in the processes of environmental management policies.” “On that note, environmental justice is an essential tool in reducing the inequalities posed by climate change especially between men and women.” “Following a gender-blinded approach presumes that gender is not an influencing factor in climate policies, projects and programmes leading to gender-blind interventions or actions.” “The implementation of this model by social workers affirms the elimination of non-gender-neutral approaches which run the risk of reinforcing existing genderbased discrimination or being responsive to male priorities only, especially in rural communities where the power and decision-making are male dominated.” Gender Mainstreaming “Gender mainstreaming refers to a process whereby a cursory assessment is followed on all issues that involve men and women on policies, legislations and programmes with the fundamental goal to achieve gender equality (UN Women [21]).” “The purpose of gender mainstreaming is to address the gender inequalities that are usually at the epicentre of policies, projects or intervention processes (Bonewit [22]).” “In order to achieve gender mainstreaming in the climate change phenomenon, there is need for a contextual analysis by social work practitioners of the experiences, needs, priorities and roles between women and men.” “What should follow is the integration of specific actions aimed at addressing any form of gender-based inequalities that would have emerged from the analysis in a quest to achieve gender-sensitive actions.”

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Social Justice “As depicted, these guidelines are premised on empowering rural women to take action against climate change and its differential impacts, to ensure that their roles in climate change mitigation and adaptation are acknowledged, to influence policies that are gender sensitive and gender responsive and to equally participate in climate change decision-making processes in partnership with men through the assistance of social workers.” “Step 2: Gender awareness empowerment campaigns and climate change education for rural women Once social workers have received adequate training on climate change and its gendered dimensions, policies and programmes that are gender responsive and sensitive are designed, what should proceed is the awareness and empowerment campaigns in communities where practitioners operate, or they intend to make interventions.” “Step 3: Gendered policy lobbying, design, formulation and implementation The training on climate change and its gendered dynamics for social workers, gendered awareness campaigns and climate change education for rural women should inform policy development.” Conclusion “The empowerment of women to participate in the climate change discourse can be propelled by social workers when they have the tools and models of doing so.” “The challenges faced by rural women in the climate change discourse fall in the ambit of what social workers are ought to address by definition of the profession.” “This model is not a one size fits all, it serves as a departure point for social workers to explore their clients’ presenting problems and devise appropriate mechanisms to rescue them as long as the interventions from a framework emphasizing social and environmental justice for women.” “The historical involvement of social workers in women issues such as poverty alleviation, domestic violence, displacements, social inequality and destitution among other challenges faced by rural women is the ambient platform for social workers to embrace their crisis intervention skills to infuse climate change dynamics in their interventions.” Disclaimer “This empowerment model is an extract from the author’s PhD thesis submitted at the University of Limpopo.” “The arguments contained herein represent the views of the author not any of organisation or policy framework.”

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Women’s Empowerment Following Disaster: A Longitudinal Study of Social Change [87] This is a machine-generated summary of: Moreno, Jenny; Shaw, Duncan: Women’s empowerment following disaster: a longitudinal study of social change [87] Published in: Natural Hazards (2018) Link to original: https://doi.org/10.1007/s11069-018-3204-4 Copyright of the summarized publication: The Author(s) 2018 License: OpenAccess CC BY 4.0 This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Vulnerability and resilience are used as a conceptual framework to analyse these changes.” “Based on empirical evidence from a seven-year longitudinal study and quasiethnographic work, we explore changes in power relations at the different stages of the disaster and longer-term recovery as well as the conditions that fostered these changes.” “Disasters can trigger long-lasting changes that challenge historical patriarchal relations.” “We propose that resilience can be a pathway to produce long-term changes in gender relations and empower women in the context of disasters.” Introduction “In the gender and disaster literature, dual themes predominate—women as vulnerable or resilient in relation to the environment (Arora-Jonsson [24]) with less interest in the interaction between them.” “While research on disasters explores women’s vulnerability, women’s resilience is less documented.” “Women’s resilience has become the mainstream discussion of gender and disasters (Wisner and others [25]).” “Disasters are spaces in which both vulnerability and resilience are revealed.” “By studying the changes in gender relations in a fishing village affected by the 2010 Chile earthquake and tsunami, we conduct a longitudinal investigation of

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how vulnerability and resilience is manifested through all stages of the disaster, aspects that have scarcely been studied from a gender perspective.” “We provide insight into the changes that disasters stimulate in the long-term and how resilience can contribute to reducing women’s vulnerability, becoming the pathway for transformative empowerment.” Disaster and social change “Drawing on the notion that disasters might trigger changes in communities, the interaction between vulnerability and resilience provides insights to the nature and type of post-disaster transformations.” “The perspective that has been widely accepted is that disasters do not cause major social changes but accelerate pre-existing patterns of women’s vulnerability.” “According to Cutter [26], major social changes such as income inequality, gendered violence and large-scale population movements have increased gendered vulnerability to disaster risk over the past two decades.” “Disasters may bring opportunities to reduce women’s vulnerability by changing unequal gender regimes, but the contribution of resilience remains unclear.” “The activation of women’s grassroots movements following a disaster suggests that fundamental social changes can occur (Enarson and Chakrabarti [27]) and that women’s resilience can play a crucial role in it.” “What conditions are needed for promoting long-lasting changes in gender relations following disaster?” Study site, design and methods “Our study relied on multiple sources of evidence (Yin [28]), employing different methods, including semi-structured interviews, a focus group discussion, direct observation, document and social media analysis.” “The data were generated from 54 semi-structured interviews with residents, municipal officials, NGO practitioners and relief workers (averaging 1 h and 32 min each); four semi-structured interviews with female community leaders (averaging 2 h and 27 min each); one focus group with seven members of a grassroots women’s organisation (3 h); field observations (from 11 months of encounters that varied from a few minutes to over 3 h); and documents and social media accounts.” “Documentation and social media were used to collect data about the predisaster condition, which was not directly observable.” “Social media, particularly Facebook and YouTube, were important sources of data about life in El Morro before the disaster, as most of the paper reports and material documentation, including pictures, were destroyed by the tsunami.” Findings “Changes in gender relations were minimal at this stage, as men and women accepted traditional gender roles following the evacuation, the need for food and water triggered other gendered tasks.”

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“Women’s domestic and community management roles changed in this period as their resilience expanded.” “In this period, both vulnerability and resilience increased as well as women’s community management role.” “Women were more visible than men in the community, but despite Maria’s growing popularity, traditional gender relations were re-established.” “Patriarchy was imposed strongly in this period, but Maria’s inner resilience, her strong leadership and the women’s support networks sustained women’s empowerment in the community.” “Women’s resilience strengthened over time by the expansion of women’s community management role and female leadership that contributed to reducing the unequal gender relations in the community, breaking historical patriarchal regimes.” Discussion “We propose that resilience can be the pathway to produce long-term changes in gender relations and empower women in the context of disasters.” “This led us to find the patterns of change: while vulnerability is exacerbated after the disaster, our study showed that resilience emerges as an adaptive capacity that counteracts women’s vulnerability.” “Women’s resilience reflected in leadership and grassroots organising (Enarson [29]) showed its potential to bring long-term changes.” “The emergence of fisherwomen during the post-disaster period reveals that resilience can trigger changes in women’s productive role in the long term.” “Gender relations in El Morro showed that changes can be stimulated by resilience through the activation of female leadership and grassroots women’s organisations.” “El Morro brought important lessons that can orientate policy makers and humanitarian organisations about how to build resilience to counteract women’s vulnerability and promote social long-term change.” Conclusion “This research shows that disasters can trigger long-term changes in gender relations, even in highly patriarchal contexts.” “Beyond exploring the possibility of change that disasters offer, we found that women’s leadership and grassroots women’s organisations were crucial in producing long-term changes.” “The findings also reveal the conditions that unleash long-lasting changes in gender relations.” “The internal aspects of leadership and women’s organisations led us to suggest that changes can be stimulated “from the inside out” by promoting women’s inner strengths, mutual learning and collaboration.” “Investing in building women’s resilience both internally and externally can increase their adaptive capacity to climate change and disaster.”

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Social Work Models for Climate Adaptation: The Case of Small Islands in the Caribbean [88] This is a machine-generated summary of: Joseph, Debra D.: Social work models for climate adaptation: the case of small islands in the Caribbean [88] Published in: Regional Environmental Change (2017) Link to original: https://doi.org/10.1007/s10113-017-1114-8 Copyright of the summarized publication: Springer-Verlag Berlin Heidelberg 2017 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Small Island Developing States (SIDS) are widely recognised as being very vulnerable to the impacts of climate change.” “The Intergovernmental Panel on Climate Change suggests that in small islands, which have diverse physical and human attributes, community-based adaptation has been shown to generate larger benefits when delivered in conjunction with other developmental activities.” “One of the adaptive responses suggested is to improve the efficacy of traditional community coping strategies; this can be facilitated by social work intervention at the macro-level.” “The role of social workers in SIDS can impact on sustainable development and towards improved livelihoods of a country’s human resources.” “Key strategies by which social workers can promote sustainable development include building relations with communities, helping individuals to deepen their understanding of sustainable development, and assisting them to develop and work towards goals and objectives that lead towards the integration and improvement of economic, social and environmental outcomes.” Introduction “Small Island Developing States (SIDS) are widely recognised as being very vulnerable to the impacts of climate change (IPCC [30]).” “This paper puts forward suggestions for ways in which social workers can assist communities in raising awareness, adaptation and risk management associated with the vulnerabilities of climate change and sustainable development.” “(a) social systems may reveal that changes in one’s community unit will impact other units, (b) human or population ecology recognises that community groups are competing for limited resources, with survival of those in power, (c)

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human behaviour—which focuses on the individual within the context of the community as the unit of analysis—provides insight into relationships, interactions, values and needs of individuals, and (d) finally the issues of power change and politics—which reveals the influence of external sources of resources on local communities—recognise the dynamics of social movements and their influence on community change.” “It outlines ways in which social workers can intervene in communities and organisations to affect change in the lives of people to foster sustainable development in the future.” Caribbean environmental challenges “Nurse and others [31] and Simpson and others [32] examine the economic and environmental vulnerabilities of small island states to climate change, sea level rise (SLR) and extreme events.” “The Barbados Programme of Action (BPoA) adopted in 1994 and the Mauritius Strategy for the Further Implementation of the Programme of Action for the Sustainable Development of Small Island Developing States guide the implementation of sustainable development in SIDS, and both explicitly recognise the threat that climate change poses to SIDS (UN [33]).” “Climate change is related to sustainable development as it is already impacting public health, food and water security, migration, peace and security.” “Action on climate change will drive sustainable development.” “This speaks to the importance of climate change and sustainable development issues for SIDS.” Historical context of social work in the Caribbean “The Masters in Social Work (MSW) focuses on specialities in the following areas: clinical, leadership and management and community.” “It is imperative that Masters Social Work degrees incorporate the community as a speciality, as climate change is impacting on livelihoods and communities in a great way, so there is need for professional development in that area.” “They work in the areas of psychiatry, medical, community, probation, youth, guidance officers, family court, family services and social welfare, to name a few.” “Social work practice is broadly defined and allows for intervention at the micro level (individual, family)-, meso level (groups)- and macro level (organisations and the community)-levels.” “Social workers possess micro-, meso- and macro-practice skills that can overlap in the provision of such services.” “Social workers functioning at the macro-level take into account the conceptual framework of the problem, the population and the arena (organisations or communities) (Netting and others [34]).” The role of social workers in SIDS “The role of social workers in SIDS can impact on sustainable development and towards improved livelihoods of a country’s human resources.”

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“According to the Council on Social Work Education (CSWE) [35, p. 1], the purpose of the social work profession is to ‘promote human and community wellbeing’.” “This means that social workers always examine human behaviour in its context and what can impact on such behaviour.” “There is a need to bolster social work education to support the ability to meet the growing impact of climate change across the community.” “Whitaker [36] makes a statement that highlighted the urgency of social workers involvement in climate change issues.” “He says that ‘Climate change is the most important social welfare issue we face as social workers.” “Moth and Morton [37] support this view and add that users of social work service are often amongst those disproportionately affected by climate change.” Community practice models of social work “Gamble and Weil [38] provide a larger range of community practice approaches (eight in all): (a) neighbourhood and community organising; (b) organising functional communities; (c) social, economic and sustainable development; (d) social planning; (e) coalitions; (f) political and social action; (g) movements for progressive change; and (h) programme development and community liaison.” “The focus of this paper is on social, economic and sustainable development, item (c) of Gamble and Weil’s list.” “There is strength in Gamble and Weil’s [39] model in that it (a) facilitates empowerment via functional communities; (b) forms coalition between and within communities through groups and organisations to form a power base from which change can occur; (c) creates movements for progressive change as it focuses on social justice goals that can change existing societal structure towards broad-scale, structural even radical change; and (d) encourages social, economic and sustainable development.” The social economic and sustainable development approach “This approach suggests that social, economic and sustainable issues combine, and examines the complex synergies that take place when people can move to sustainability by integrating social well-being, economic well-being and environmental well-being (Hall and Midgley [40]).” “Gamble and Weil [39] state that human beings make strides towards sustainability when they can improve social, economic and sustainable well-being and tender the following definitions of same.” “The components of the social and economic systems are integral to human societies and may vary from one society to another.” “Human societies seek to create social and economic well-being, but this depends on finite resources.” “These include all the elements of the biosphere we use in our social and economic worlds and include water, food, metals, wood, minerals, fisheries, fertile soil, oxygen and the realm of natural beauty that we may experience like sunrise,

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sunset, weather phenomenon, mountains, animals, plants and birds to name a few (Hart [41]).” Guiding actions for sustainable community development “What principles do social workers use to guide these actions? (a) The United Nation’s Sustainable Developmental Goals (SDGs) adopted in 2015, which build on the Millennium Developmental Goals (MDGs) and provide a global approach to sustainable development post-2015. (b) The Earth Charter (42) outlines principles for ‘a time when humanity must choose its future’.” “Section 44 of SAMOA (43) calls for SIDS to (a) build resilience to the impacts of climate change; (b) improve their adaptive capacity through the design and implementation of climate change adaptation measures appropriate to their respective vulnerabilities and economic, environmental and social situations; (c) raise awareness and communicate climate change risks, including through public dialogue with local communities, to increase human and environmental resilience to the longer-term impacts of climate change.” Action steps “Help the community to deepen their understanding of sustainable development by exploring with them how their work towards improved social and or economic outcomes is necessarily linked to environmental conditions or vice versa.” “Tapping into the services and resources from community associations, representatives from municipal agencies, private firms, utility companies, nongovernmental organisations, individuals and community groups for effective integrative problem-solving.” “Assist the community to plan celebrations that mark the progress of leadership, organisational development, milestone outcomes and action victories.” “The following are the roles mainly used for intervention with communities: negotiator, bridge builder, promoter, planner, educator, manager, researcher and evaluator (Gamble and Weil [39]).” “Although not all community practice social workers will be versed in all these roles, collaboration with resources in and out of the community can assist immensely in achieving the above 10 steps of action for progressive community change.” Viewing communities from a strengths perspective “Negotiating from a ‘strengths based’ perspective will assist communities to achieve more successful outcomes for social, economic and environmental wellbeing.” “He therefore encourages the use of client strengths in social work at the micro-, meso- and macro-levels.” “Scales and others [44], however, warn that it is human nature to focus instead on the deficits or negative aspects of a situation: a deficit model, which encourages one to overlook strengths or assets and accept deficit.”

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“The deficit model also allocates more funding to service providers then the community (McKnight and Kretzmann [45]).” “A strong focus on providers could encourage the belief that only the ‘experts’ have the solutions, limiting the involvement and empowerment of the clients.” “The deficit model is often linked to urban social work and tends to overlook important characteristics of the rural community such as tradition, independence, strong relationships and informal helping networks.” Discussion “Natural disasters such as hurricanes, earthquakes and widespread flooding pose challenges for the community social worker.” “Social workers are key players in the socio-economic development of their communities inclusive of disaster risk reduction and management.” “Social work is a profession that aims at helping individuals, families, groups and communities to enhance or restore their functioning and/or creating societal conditions favourable to their goals (Morales and Sheafor [46]).” “Social workers intervene and operate alongside other professionals in the field such as health workers, community developmental workers and builders and engineers, all working together for the common good of mankind.” “Another challenge is to secure recognition by governments and other stakeholders that social workers can play a crucial role to bring about change in communities.” “Social workers are unique in that they intervene at all levels, micro, meso and macro with individuals, groups and communities.” “Investment in training of persons to become social workers is integral to intervention with communities.” Conclusion “Caribbean countries are vulnerable to natural disasters because of their location and because they are small, they are islands, and they are developing states.” “Community interventions seek to bring all stakeholders into the process of progressive and incremental change needed to meet the challenges of climate change and natural disasters, and to move towards sustainable development.” “The community development models alongside the guiding principles and action steps outlined in this paper provide a platform to springboard change.” “Community social workers with their expertise, knowledge and skills can be a catalyst for change in communities.”

The Sustainable Development Goals and Aging: Implications for Social Work [89] This is a machine-generated summary of: Cox, Carole: The Sustainable Development Goals and Aging: Implications for Social Work [89]

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Published in: Journal of Human Rights and Social Work (2019) Link to original: https://doi.org/10.1007/s41134-019-00110-3 Copyright of the summarized publication: Springer Nature Switzerland AG 2019 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “The SDGs developed by the United Nations in 2015 provide targets that the world must meet by 2030 in order to ensure well-being and prosperity for all with each person living with dignity and security in society.” “By committing to erasing inequalities, these SDGs are closely linked to human rights.” “This paper discusses the five of the goals pertinent to the inclusion and wellbeing of older people and the roles that social workers, using a rights-based approach to practice, can use at the micro, mezzo, and macro levels to assure that the SDGs are met and that policies and services promote the well-being and inclusion of older people in society.” Introduction “The rights-based approach of social work practice, which stresses the dignity of each person and the accountability of governments to reduce inequality and injustice in society and protecting human dignity, can play a major role in the realization of the SDGs.” “Two documents, the Global Agenda for Social Work and Social Development (IASSW, IFSW ICSW [47]) and the Grand Challenges for Social Work (American Academy of Social Work and Social Welfare [48]) stress the important role of social work in social development and in promoting social and economic equality and the dignity and worth of all people.” “The Agenda stresses the profession’s role in protecting human rights and promoting social justice while the Grand Challenges for Social Work calls for social workers to be actively involved in advancing long and productive lives, reducing inequality, and achieving equal opportunity and justice.” “It discusses key issues associated with specific SDGs and their impact on this group and offers examples of the important roles that social workers at all levels of practice can play in assuring that policies and services promote the inclusion and well-being of older adults.” The SDGs and Aging “Goal 1) End poverty in all its forms everywhere; Article 22 (UDHR) Everyone has a right to social security … Article 25: Everyone has a right to a standard of

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living adequate for the health and well-being of himself and familyGoal 3) Good health and well-being for people: Ensure healthy lives and promote well-being for all at all ages; Article 25: Everyone has a right to adequate health, medical care and social servicesGoal 5) Gender Equality; Preamble of the UDHRGoal 8) Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all; Article 23: Everyone has the right to work, to free choice of employmentGoal 16) Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable, and inclusive institutions at all levels.” Discussion and Conclusions “Social work interventions must be tailored to the specific society and population but at the same time focused on human rights of older people and the overall goals of the SDGs.” “Social workers are called upon to tailor their interventions to these cultures while also working towards realizing the rights and inclusion of all older people.” “Social work advocacy for policies that give older people the right to remain gainfully employed and the right to stop working without falling into poverty is an important area for policy change.” “Through this organization and in conjunction with other NGOs such as the International Federation on Aging (IFA) and the International Association of Geriatrics and Gerontology (IAGG), social workers can promote and advocate for legislation and policies that support the dignity and security of older people.”

When Social Workers Are Stalked: Risks, Strategies, and Legal Protections [90] This is a machine-generated summary of: Regehr, Cheryl; Glancy, Graham D.: When Social Workers Are Stalked: Risks, Strategies, and Legal Protections [90] Published in: Clinical Social Work Journal (2010) Link to original: https://doi.org/10.1007/s10615-010-0303-4 Copyright of the summarized publication: Springer Science+Business Media, LLC 2010 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “By virtue of their work, social workers are at risk of becoming victims of stalking.”

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“Surveys suggest that 16% of social workers have been stalked at one point in their career by a client.” “Stalking of social workers by clients has far-reaching personal and professional implications, potentially affecting all aspects of an individual’s life.” The Incidence of Stalking “A U.S. national survey on violence against women, found that physical violence was reported in 32% of stalking cases and sexual violence was reported in 12% of stalking cases (Tjaden and Thoennes [49]).” “An Italian survey found that 11% of 361 mental health workers (including psychiatrists, psychologists, mental health nurses and social workers) reported being stalked using the criteria of 10 or more unwanted contacts for a period of more than 4 weeks (Galeazzi and others [50]).” “A survey of 171 social workers found that 16.3% reported being stalked at some point in their careers (MacDonald and Sirotich [51]).” “While methodological issues, including self-selection bias of some of the survey studies, may account for variable rates of stalking reported, clearly this is an issue of significant concern for all mental health practitioners.” Typologies of Stalking “Motivation for stalking of mental health professionals most commonly falls under the categories of either erotomania or resentful-retaliatory stalkers (Hudson-Allez [52]; McIvor and others [53]; Newman and Appelbaum [54]; Purcell and others [55]).” “Resentful-retaliatory stalking may arise as a result of duties performed by the social worker that had an adverse effect on the stalker, including a negative court report, apprehending a child in a protection case, or participation in arranging involuntary admission to a mental health facility.” “In studies of perceived motivation for stalking of professionals in other mental health disciplines, 42% of psychologists Purcell and others [55], 21% of therapists (Hudson-Allez [52]), and 34.1% of psychiatrists (McIvor and others [53]) who reported being stalked, believed that the client was angry either because of negative outcomes of an assessment, or the termination of treatment.” “Stalking behavior of mental health professionals motivated by resentment or retaliation is most commonly perpetrated by males who have never been married, misuse substances, have a diagnosis of personality disorder or major mental illness, have a history of assault and self-harm, and have repeated hospitalizations (Galeazzi and others [50]; Gentile and others [56]; McIvor and others [53]; Rosenfeld and Harmon [57]; Sandberg and others [58, 59]).” Effects of Stalking on Victims “In a study of people experiencing various forms of stalking conducted by Pathé and Mullen [60], 36% of a sample of 100 victims reported property damage.” “In a study of 145 people in the general population who were victims of stalking, 83% reported personality changes as a result of being stalked, 41% said that

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they felt paranoid, 52% reported being easily frightened, and 27% indicated that they had become more aggressive (Hall [61]).” “In a study of 100 victims of stalking, Pathé and Mullen [60] indicated that 85% reported increased anxiety, 75% reported overwhelming powerlessness, 74% reported chronic sleep disturbances and 24% reported suicidal ideation.” “Hall [61], in a study of stalking victims in the general population, reported that 88% of respondents were more cautious as a result of fears caused by stalking.” “Pathé and Mullen [60] reported that over half of the victims in their study of stalking victims in the general population decreased or ceased work or school attendance.” Stalking Laws “The National Violence Against Women Survey revealed that 69% of female victims and 81% of male stalking victims who had obtained restraining orders indicated that their stalkers had violated the order (Tjaden and Thoennes [49]).” “Other laws cover harassment, trespass or vandalism, which not only address very specific aspects of stalking behavior, but also are frequently misdemeanours and therefore are not given serious attention (Dennison and Thomson [62]; Purcell and others [63]).” “In the United States, stalking legislation generally covers repeatedly following or harassing an individual, where the behavior of the pursuer contains a credible threat of harm.” “The Model Anti-Stalking Code for the States (National Institute of Justice [64]) defines stalking as repeatedly maintaining a visual or physical proximity to a person, or repeatedly conveying verbal or written threats or threats implied by conduct.” “Further, some states require prior incidents of stalking or the violation of existing protection orders, while others do not (Dennison and Thomson [62]).” Management of Stalking Behavior “A survey conducted by MacDonald and Sirotich [65] explored reasons that social workers did not report threats of client violence to agency management.” “These findings are similar to those in other studies of social workers as victims, which suggest that underreporting of threats and violence is endemic (Littlechild [66]; Spencer and Munch [67]).” “Despite efforts at prevention, social workers may find themselves in situations where they are being stalked and are concerned they may be at risk of harm.” “Once a threat is experienced, social workers faced with stalking attempt to manage the threat in various ways.” “The fact that there is no clear evidence of outcomes related to specific direct actions is understandably problematic and thus underlines the need for ongoing consultation and assistance if a social worker finds his or herself to be the victim of stalking.” “A social worker is stalked within the context of work for an agency, organizational support is paramount.”

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Case Example “One client, Linda, was seeing Sarah for over a year while working on issues related to childhood sexual abuse and ongoing interpersonal coping problems.” “Sarah was transferring Linda’s care to someone else.” “Sarah, feeling concerned and guilty, contacted Linda the next day in an attempt to ease the termination of treatment.” “In the subsequent weeks, Linda called the agency multiple times each day demanding to speak to Sarah.” “Sarah then contacted Linda to indicate that she could not continue as her therapist and her care would be transferred immediately to another social worker.” “Linda was contacted and informed that she was not to attend, or call the agency, or to communicate with Sarah either directly or indirectly.” “Of these interventions, Linda ceased attempting to contact with Sarah.” “Linda’s behavior and Sarah’s reactions are typical of stalking situations perpetrated by a client against a mental health professional.” Summary and Conclusions “By virtue of their work, social workers are at risk of becoming victims of stalking.” “This is because clients of social workers suffer from major mental health problems that cause them to develop delusional beliefs about their therapists, and because social workers may need to exercise authority against individuals with personality disturbances that present a risk to others.” “Social workers must take personal responsibility to monitor potential risk situations, seek early assistance from others, and ensure their own safety and security.” [Section 8] “From 1996–2002, Shauna Bailey, a social worker in London England, was stalked by her client Richard Jan. Ms. Bailey was a member of a mental health team that assessed Mr. Jan under the Mental Health Act after they were contacted by his mother regarding her concerns about his mental health and his threats to harm her.” “Other surveys while not specifically addressing stalking behavior, report high rates of threats and actual harm to social workers by clients (MacDonald and Sirotich [65]; Newhill [68]; Rey [69]; Regehr and others [70]).” “MacDonald and Sirotich [51, 65] indicate that 87.8% of social workers in their study reported verbal harassment, 63.5% reported threats of physical harm, and 28.6% report being assaulted by a client.” “Practice settings where social workers are most likely to report violence include child protective services, mental health services, substance abuse services, and correctional services (Jayaratne and others [71]; Newhill [68]; Schultz [72]).”

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Human Rights–Based Social Work and the Natural Environment: Time for New Perspectives [91] This is a machine-generated summary of: Stamm, Ingo: Human Rights–Based Social Work and the Natural Environment: Time for New Perspectives [91] Published in: Journal of Human Rights and Social Work (2023) Link to original: https://doi.org/10.1007/s41134-022-00236-x Copyright of the summarized publication: The Author(s) 2023 License: OpenAccess CC BY 4.0 This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecomm ons.org/licenses/by/4.0/. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “This article addresses the gap by asking the following questions: How is the ecosocial paradigm linked to the human rights discourse in social work?” “What is the environmental dimension of human rights, and what implications does it have for social work?” “How can a human rights–based social work encompass the environmental dimension?” “In response, the article argues for the integration of new environmental perspectives into human rights–based social work.” “Research knowledge and practice within the ecosocial paradigm are valuable resources for human rights–based social work, mainly regarding environmental justice and the principle of sustainability.” “It is only possible to strive for the realization of human rights, social change, and an inclusive and sustainable future if the natural environment is integrated as a social work concern.”

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Introduction “Social work has grown globally into a human rights profession.” “Human rights are highlighted as one of the main principles of the profession in the Global Definition of Social Work and in many national codes of ethics across the globe; they are an important part of social work education, and they are incorporated into various forms of social work practice (Androff, [73]; Healy, [14]; Staub-Bernasconi, [74]).” “It discusses the environmental dimension of human rights as well as the connection between human rights–based social work and the ecosocial paradigm.” “The article presents a conceptual analysis based on current social work literature and the interdisciplinary human rights discourse.” “The main questions are as follows: How is the ecosocial paradigm linked to the human rights discourse in social work?” “What is the environmental dimension of human rights, and what implications does it have for social work?” “How can a human rights–based social work encompass the environmental dimension?” The Ecosocial Paradigm and Human Rights “The ecosocial paradigm overlaps with or in some cases includes other approaches, such as environmental, ecological, and green social work (Dominelli, [75]; Gray and others, [76]; McKinnon & Alston [77]).” “Dominelli [75: 196] has identified the role of green social work “in eradicating poverty while caring for and protecting the environment within a framework of social and environmental justice, human rights, active citizenship and a critique of neoliberal capitalist modes of production, distribution and consumption.” “Social work scholarship on human rights does not usually include references to the ecosocial paradigm or its basic elements.” “During the last 20 years, very few authors have brought human rights, sustainability, and environmental justice together or discussed their joint importance for social work (for an early example, see Hawkins, [78]).” Human Rights and the Natural Environment “At that time, the majority of UN member states did not support the adoption of the draft (Kämpf, [79]; Tester, [80]), and the human right to a healthy environment remained soft law: it was not enshrined in any official UN document or treaty, but human rights experts derived it from other groups of rights or rights holders.” “Scholars in international law and the philosophy of law have identified five ways to derive the right to a healthy environment: from (1) civil and political rights; (2) economic, social, and cultural rights; (3) regional human rights treaties; (4) minority rights; and (5) procedural rights (Lohmann, [81]; Nickel & Viola, [82]; Peters, [83]).” “The third way to derive the right to a healthy environment is to refer to regional or supranational human rights treaties.”

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“Proponents of the resolutions hope that environmental protection will be strengthened on the national level by the use of an official human right to a healthy environment as a legal tool.” Human Rights–Based Social Work and the Environment “They can (1) serve as a reference frame; (2) serve as an instrument for analysis, for example to assess the living situation of certain groups; and (3) be used as tools and methods that are connected to the human rights protection system in the UN or at supranational levels (for example, in human rights reports or strategic litigation) (Prasad, [84]; Prasad and others, [85]).” “On a professional level, from a human rights perspective, social work clearly also has a responsibility regarding the environment.” “For social work, it is also crucial to recognize the human rights implications of measures against environmental damage or climate change.” “Social workers might support groups at the local level in their efforts to win remuneration according to human rights standards, for example.” “Action against the climate crisis is part of advocacy for children’s rights and therefore part of a human rights–based social work practice.” Conclusion “The link to human rights as another important principle of social work ethics and practice is still weak.” “When one looks at the numerous important roles human rights can play in the social work profession, one can see the integration of the environmental dimension as a refocusing of the human rights approach, rather than as a completely new perspective.” “It is now the task of the social work profession to elucidate the importance of the natural environment, not only in its own right but also for the fulfillment of human rights.” “Both are important for understanding the link between human rights and the natural environment, and making it applicable to social work.” “The human rights paradigm in social work must be linked to the ecosocial paradigm, mainly regarding environmental justice and the principle of sustainability.”

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Introduction by the Editor Introduction Despite the growing number of schools of social work and educational institutions, social work education and practice continue to experience several challenges, mainly related to professional recognition, acceptance by the general public, good pay and government recognition. Professionally trained social workers in developing countries are making remarkable transformations in their lives. However, low pay and lack of public recognition continue to hinder the growth and sustainability of the profession. There are ongoing efforts by National and International professional associations to gain public and government recognition, develop regulatory mechanisms and establish mandating bodies for the profession and education. Further developing and delivering culturally relevant and context-specific social work education along with sufficient field practice experience is an underrated challenge faced by many schools of social work across the globe. The most important challenge that social work faces today is validating its impact on society. Social workers address several social problems and social issues; they work with different marginalized and vulnerable groups. However, the identity of social workers has not changed much over the last few decades. Even today, the general public considers social work a profession that can be performed by anyone. Social work does not require special education, training, theoretical or practical teaching; most importantly, people believe that social work provides more material help than professional help. In the twenty-first century, social work has been at the forefront of development and advancement. Social workers in every society ensure peace, prosperity and inclusive development through the principles of social justice, human rights and equality. However, the profession has not been recognized and accepted by service users as has several other human service professions. The literature in this chapter helps in understanding some of the most important challenges for social work education and profession that has been discussed and researched across © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025 R. Baikady (ed.), Global Social Work: Human Rights, Advocacy, and Sustainability, https://doi.org/10.1007/978-981-96-1832-3_7

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the globe. The results in this chapter were generated from evidence-based studies conducted by researchers in different contexts. Social Work in Contemporary Society In a constantly changing world society, the social work profession continues to experience challenges in terms of professional practice. Social workers in the contemporary world must address issues related to youth, women, children, the elderly and the migrant population. The role of the nation state is currently changing dramatically under the impact of globalization, neoliberalism and privatization. The states are mostly withdrawing from their welfare responsibilities, whereas private entities are taking up welfare delivery. On the one hand, social work is inevitably affected by these contemporary developments, whereas on the other hand, the need and demand for social work services are greater in contemporary society than in any earlier period. The number of people facing exploitation, distress and unequal treatment is dramatically increasing. Women, children, elderly people, disabled people, LGBTQI+ communities and people living in poverty continue to experience exclusion and injustice. Social work, as a social justice profession, plays a major role in ensuring minimum welfare and protecting these people through state provisions and charity initiatives. Eradicating social isolation in a rapidly growing society is yet another challenge for social work in the twenty-first century. The challenge ahead of the social work profession is to educate and make people aware of the adverse effects of isolation on health and wellbeing, including mental and physical health (AASWSW, 2016; Lubben, Gironda, Sabbath, Kong, & Johnson, 2015). The problems of loneliness and relationship issues are growing in modern society due to technological advancements, declines in morality and ethical standards and, most importantly, changes in lifestyles and people’s expectations. Addressing these issues effectively is one of the important responsibilities of professionally trained social workers in any society. Harness technology for social goods is another important challenge that social work education and practice need to consider in the modern world. The modern world is mostly controlled by machinery and mechanical equipment, and recent advancements in artificial intelligence and robotic technology have led to the worsening of human labor and skills in most settings. However, judicial and skilful utilization of technology and scientific advancement may lead to many advantages in the welfare and development of our society. Social workers should find opportunities to harness technology and scientific advancements to help individuals, communities and groups address their problems and welfare needs (Berzin, Singer, & Chan, 2015; Coulton, Goerge, Putnam-Hornstein, & de Haan, 2015). Developing and standardizing curricula, developing effective pedagogical methods and training graduates in ethical practice are the major challenges for social work in some countries (Sajid, S. M., et al. 2021; Przeperski, J., & Baikady, R. 2024), where providing effective field practicum opportunities and ensuring quality teaching and training in field settings are challenges faced by some schools of social work across the globe (Baikady, R., et al. 2022).

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This chapter includes articles that discuss the challenges in delivering social work education, ensuring the viability of social work education in the future, the challenges of online education methods in social work, and social work education and its challenges during the COVID-19 pandemic. This chapter will be useful to educators and students at all levels of learning in schools of social work and educational institutions across the globe in understanding the current status of social work growth and the challenges faced by the profession. References

American Academy of Social Work & Social Welfare. (2016). Eradicate social isolation. Retrieved from http://aaswsw.org/grand-challenges-initiative/12-challe nges/eradicate-social-isolation Lubben J., Gironda M., Sabbath E., Kong J., Johnson C. (2015). Social isolation presents a grand challenge for social work (Grand Challenges for Social Work Initiative Working Paper No. 7). Cleveland: American Academy of Social Work and Social Welfare. Berzin S. C., Singer J., Chan C. (2015). Practice innovation through technology in the digital age: A grand challenge for social work (Grand Challenges for Social Work Initiative Working Paper No. 12). Cleveland: American Academy of Social Work and Social Welfare Sajid, S. M., Baikady, R., Sheng-Li, C., & Sakaguchi, H. (Eds.). (2021). The Palgrave handbook of global social work education. Palgrave Macmillan. Przeperski, J., & Baikady, R. (Eds.). (2024). The Routledge International Handbook of Social Work Teaching. Taylor & Francis. Baikady, R., Sajid, S. M., Nadesan, V., & Islam, M. R. (Eds.). (2022). The Routledge handbook of field work education in social work. Taylor & Francis. Machine generated summaries Disclaimer: The summaries in this chapter were generated from Springer Nature publications using extractive AI auto-summarization: An extraction-based summarizer aims to identify the most important sentences of a text using an algorithm and uses those original sentences to create the auto-summary (unlike generative AI). As the constituted sentences are machine selected, they may not fully reflect the body of the work, so we strongly advise that the original content is read and cited. The auto generated summaries were curated by the editor to meet Springer Nature publication standards. To cite this content, please refer to the original papers. Machine generated keywords: human right, online, right, learn, student, human, work education, narrative, lens, university, quality, right social, content, covid, civil political

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Teaching and Learning in a Time of Corona: A Social Work Experience [72] This is a machine-generated summary of: Berger, Roni; Mallow, Alissa; Tabag, Kari; White, Chireau Toree; Fiore, Cheryl; Schachar, Adam; Hirsch, Estee: Teaching and Learning in a Time of Corona: A Social Work Experience [72] Published in: Clinical Social Work Journal (2021) Link to original: https://doi.org/10.1007/s10615-021-00804-0 Copyright of the summarized publication: The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Participants varied in their levels of familiarity with technology-assisted education, personal backgrounds and circumstances including work and family responsibilities.” “Participants’ journals documenting their reactions, struggles and coping since the abrupt move of the university from face to face to online classes were content analyzed.” “The analysis was co-conducted by five participants to identify themes and generate understanding of the experience.” “Two main themes emerged from the analysis: a developmental process of participants’ reactions, perceptions and meaning making of the experience and factors that shaped it.” Method “Phelps [1] posits that reflective journals are important data in qualitative research as they provide significant insights into the experience of their writers.” “Bashan and Holsblat [2] used reflective journals of student teachers as a source for narrative research of participants’ experience during the development of teamwork in a practicum program.” “This choice of data analysis reflects the adoption of a participatory research approach that situates participants as joint contributors and investigators to the findings of a research project, validating their experiences and allowing them to offer their own interpretation of the data (Boylorn, [3]).” “That participants collaborated in analyzing their own and their colleagues’ stories granted them epistemic privilege as active co-researcher as well as enhanced their learning experience by affording them an opportunity to enhance their skills in conducting qualitative research.”

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Results “One reported feeling pressured by excessive demands, “I feel like I am expected to be available 24/7 for my clients, students, co-workers, boss and it is completely and utterly draining.”” “One student reported “I felt trapped and had nowhere to go.”” “A student wrote “I took off from work that day and wish I had taken off the day afterwards as I was exhausted from the experience.”” “The administrator reported that two students in her class disclosed being ill, yet expressed the desire to stay in the virtual class for as long as they could because they needed to maintain a sense of a familiar experience.” “The faculty observed changes in students’ academic performance “I am impressed with the ability of most of them to find the stamina for developing their presentations and facilitating class discussion.”” Discussion “Students’ experiences reported in the current study were somewhat similar to those reported by Tosone and others [4]; yet some issues differed possibly because students in the current study were doctoral candidates rather than MSW students and thus older, more experienced and with different family and work circumstances and responsibilities.” “The finding of the current study that both the nature of the challenges, the process and the correlates that shaped the reactions reflected a parallel process of the students and the educators and allowed the manifestation of the human side of all involved supports previous research.” “Similar to previous research (Tosone and others, [5]), at least one student shared that the current crisis reactivated in her experiences of struggling with anxiety earlier in her life.” [Section 4] “The required fast and abrupt transition to online teaching and learning found schools, faculty, and students at different levels of preparedness to address the challenges involved.” “Main issues included limited students’ access to and mastery of technology, insufficient availability of technical support and guidance for faculty, and diverse attitudes towards a completely technology-mediated teaching and learning experience (McMurtrie, [6]).” “Such special issues were due to the experiential teaching strategies that are paramount in practice courses, the composition of the student body and the centrality of field education.” “To add to this extremely limited knowledge and include doctoral students’ and faculty members’ perspectives, this article reports preliminary findings from a qualitative inquiry designed to document the lived experience of teaching and learning social work curriculum during the COVID-19 pandemic.”

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“Lessons learned from the experience of moving to remote teaching and learning due to the COVID 19 pandemic can inform social work programs’ improving their preparedness for future disasters.”

A Social Work Education Grounded in Human Rights [73] This is a machine-generated summary of: Quzack, Lanelle E.; Picard, Grace; Metz, Stacie M.; Chiarelli-Helminiak, Christina M.: A Social Work Education Grounded in Human Rights [73] Published in: Journal of Human Rights and Social Work (2021) Link to original: https://doi.org/10.1007/s41134-020-00159-5 Copyright of the summarized publication: The Author(s), under exclusive licence to Springer Nature Switzerland AG part of Springer Nature 2021 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “In response to a mandate to advance human rights through social work education, this article focuses on the curricular redesign and program evaluation of one MSW Program.” “Multiple assessment instruments were used to measure human rights exposure in social work education, as well as a human rights lens and engagement in social work practice among 93 graduating MSW students from a public university with suburban and urban campus locations.” “Findings suggest that a human rights exposure in course work and practicum is related to students’ practice lens and engagement.” “The imperative is now to train social work students to address complex social issues through human rights exposure, engagement, and lens as we prepare for a post-pandemic world.” Human Rights in Social Work Education and Practice “As new models of rights-based social work practice emerge, the incorporation of human rights throughout curricula will help students understand themselves and their clients as right-holders (Reichert, [7]).” “A human rights-based approach to practice provides an opportunity to bridge the micro/macro gap and reassert the profession’s commitment to social justice (Androff & McPherson, [8]).” “Davis and Reber [9] found that if social work graduates are to advance human rights, it is important to develop the human rights-related competencies through meaningful learning agreement activities and responsibilities.”

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“McPherson and colleagues developed and validated three scales for assessing human rights exposure in social work curricula, the human rights lens, and human rights engagement in social work practice (McPherson & Abell, [10]; McPherson and others, [11]).” “Assessing human rights exposure and engagement in social work curricula may assist with both explicit and implicit curriculum improvements to better prepare social work students for human rights engagement in practice at multiple levels.” Methodology “After an extensive curriculum redesign, a pre-experimental program evaluation was conducted with the purpose of assessing (a) human rights exposure in social work education, (b) a human rights lens, and (c) human rights engagement in social work practice.” “The MSW Program conceptualized the specialization as an approach to social work that addresses well-being from a trauma-informed, recovery perspective grounded in human rights.” “The MSW Program’s nine specialized competencies were updated to each be inclusive of social justice and human rights.” “The 11-item scale assessed participants’ exposure to human rights principles in social work (McPherson & Abell, [10]).” “Participants rated items on a 7-pt Likert scale, with 7 representing strong exposure to human rights principles in social work.” “One open-ended question on the survey asked participants to provide examples of how the MSW program engaged them in the development of social work practice from a human rights and social justice lens.” Results “On the Human Rights Exposure in Social Work scale, participants demonstrated moderate-to-high exposure to human rights principles, M = 64.2, SD = 8.4, and met the 80% agreement benchmark for 7 of the 11 items.” “Participants demonstrated an overall strong Human Rights Engagement scale score, M = 160.5, SD = 14.3, meeting the 80% benchmark for all 25 items, with 20 of the items above a 90% level of agreement.” “Respondents demonstrated a strong human rights lens in social work, M = 66.2, SD = 8.8.” “The item with only 74% agreement was “The problems I address in my social work practice tend to be violations of my clients’ human rights.”” “One student noted how “studying abroad to discuss human rights internationally helped me to learn about other countries and how to bring that approach to my social work practice.”” Discussion “While the pre-experimental design does not allow for extrapolation of the data to say that the programmatic changes were the cause of the students’ perceptions,

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the research is presented as an example of how social work programs can expand human rights content and test the effects.” “The field of human rights-based social work education and practice is a relatively new endeavor (Chiarelli-Helminiak and others, [12]; Steen, & Mathiesen, [13]).” “Recognizing that not all social work education programs will endeavor to redesign their entire curriculum to focus on human rights, small changes will have a big impact.” “Programs must also be intentional about including a human rights orientation in field instructor training and offering additional continuing education focused on human rights and social justice to propel sustainable change.” “Faculty training is also necessary as Chiarelli-Helminiak and colleagues [12] found educators’ knowledge was a challenge that prevented the full integration of human rights in social work curricula.” Conclusion “In just the past 12 years, social work education has made great strides in advancing human rights within the curriculum (Gatenio Gabel & Mapp, [14]).” “In a post-pandemic world, we cannot forget where we were pre-pandemic and how vulnerabilities and traumas were exacerbated during the public health crisis.” “A 10-year review of post-Katrina New Orleans recovery and reconstruction revealed many human rights violations in the areas of housing, health care, criminal justice, and migrant worker protections (Voigt & Thornton, [15]).” “As we continue to see an increase in reports of domestic violence during the pandemic, social workers must raise awareness of abuse as a human rights violation (Guterres, [16]).” [Section 6] “Whereas, the US-based National Association of Social Workers (NASW, [17]) does not include human rights in its professional ethical code.” “This distinct connection between professional values and human rights necessitates the inclusion in social work education.” “The Council on Social Work Education (CSWE) has been proactive in promoting human rights through its accreditation requirements for US-based social work education programs.” “Since the addition of human rights to social work education accreditation standards, more students have been introduced to human rights concepts; yet, Gatenio Gabel and Mapp [14] found that 12% of US-based social work programs did not include human rights in their curriculum.” “The purpose of this article is to present one program’s attempt to evaluate human rights exposure in social work education, as well as a human rights lens and engagement in practice among graduating MSW students.”

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Social Work Education: Ensuring Its Viability into the Future [74] This is a machine-generated summary of: Migdole, Scott: Social Work Education: Ensuring Its Viability into the Future [74] Published in: Clinical Social Work Journal (2018) Link to original: https://doi.org/10.1007/s10615-018-0665-6 Copyright of the summarized publication: Springer Science+Business Media, LLC, part of Springer Nature 2018 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Given these organizations focus on individuals who are indigent, have serious behavioral health challenges and are typically covered through Medicaid and/or Medicare, ensuring social workers know how to supervise within public sector limitations while simultaneously being steeped in compliance related material, such as medical necessity, is vital to their success.” Billing for Services Not Provided “Each of the BA staff referenced above has a caseload of 12 clients, meaning that the supervisor is responsible for the supervisory oversight of 72 total clients.” “As the supervisor wants to be liked by his new staff and avoid interpersonal tension, he thinks back to the importance of a “strengths-based” approach, and decides to rely upon staff report as his principal mechanism to ensure compliance.” “It was clearly the responsibility of the social work supervisor to establish a compliance plan which included oversight beyond simply staff report.” “While at one level it is possible that the social work supervisor simply forgot or dismissed training he had received in the past regarding the importance of direct staff observation and record review, it is more likely these are areas never brought to his attention leaving him in a highly vulnerable, yet avoidable situation.” Billing for a Non-covered Service as a Covered Service “A social worker at a child agency was seeing a child and believed the family could benefit from family therapy.” “The father has a serious drinking problem which is dramatically affecting the functioning of the child.” “The focus of the family session is on the father’s drinking and the impact it has on the other family members.” “There are sessions where the family waits outside while the father meets with the social worker individually, all the while addressing his drinking.”

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“As one would expect, the documentation reflects the progress made by both the father and the family, but has little to no specific reference to the child in question.” “Lurking behind the scenes is the compliance requirement that the identified patient, in this case the child, must be the exclusive focus of the family therapy session.” Misrepresenting of Dates (Backdating) “Services provided without a treatment plan signed by the patient, clinician and psychiatrist are not to be billed.” “Any social worker who does not have an active signed treatment plan at the time of service is subject to disciplinary action.” “In this situation, the social worker is highly organized and knows the patient must sign the treatment plan in the next session.” “At the next visit, she asks the client to sign the treatment plan but dates it 2 months prior, as that would ensure there was an active plan in place for all services provided.” Waiving of Deductibles and/or Co-payments “This case involves a social worker who sees a predominantly elderly population, all with Medicare.” “The social worker feels strongly that the elderly in this country are marginalized and believes that each has little money beyond what they need for day to day living.” “Unknown to the therapist is that the routine waiver of deductibles and copayments by providers is unlawful as it results in (a) false claims, (b) violations of the anti-kickback statute, and (c) excessive utilization of items and services paid for by Medicare (Department of Health and Human Services [18]).” “The penalties she may be subject to include civil or administrative liability and criminal prosecution under 42 U.S.C. 1320a-7b (b), including exclusion from participating in Medicare and the State health care programs under anti-kickback statute, 42 U.S.C. 1320-a-7 (b) (7) (Department of Health and Human Services [18]).” Medical Necessity “For many social worker supervisors, just thinking about these issues makes them highly anxious, as the vast majority are promoted based on their clinical work with clients, but without any relevant preparation or training for the challenges they will face as supervisors around compliance (Hoge and others [19]).” “In higher education, individual faculty or subgroups of faculty may oppose adding this information for many reasons: philosophical objections based on the belief that working with insurance companies runs contrary to their social work values, lack of familiarity with new curriculum content that would be based upon areas such as medical necessity; competition for students and fear that the new offerings may displace the courses that they currently teach; or distrust of external

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forces, such as public mental health systems that may be pressing for curriculum reform (Hoge and others [20]).” “In public sector behavioral health, social work supervisors are often the linchpin linking quality to compliance and helping clinicians understand their work within the context of social work values.” [Section 6] “It is likely that many of these social workers will initially find their way into public sector behavioral health defined as programs and services financed primarily by public funds such as state grants and contracts, Medicaid and Medicare.” “The George Washington University Health Workforce Institute [21] reports that 41% of social workers will work for the government when combining federal, state, and local governments together.” “As Medicaid is a major source of insurance coverage for low-income Americans, and the only source of insurance for some specialized behavioral health services, it plays a key role in covering and financing behavioral health.” “Mental health/substance use treatment spending from all public and private sources is expected to total $280.5 billion in 2020, increased from $171.7 billion in 2009 (SAMHSA [22]).” “Social workers are expected to understand and comply with the stringent, rigid nature of compliance laws governing service delivery, as errors can lead to audits and recoupment of overpayments.”

Unsettling Human Rights History in Social Work Education: Seeing Intersectionality [75] This is a machine-generated summary of: Brantley, Nadaya A.; Nicolini, Gabrielle; Kirkhart, Karen E.: Unsettling Human Rights History in Social Work Education: Seeing Intersectionality [75] Published in: Journal of Human Rights and Social Work (2020) Link to original: https://doi.org/10.1007/s41134-020-00138-w Copyright of the summarized publication: Springer Nature Switzerland AG 2020 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Social workers must locate their work within the history of our profession, while also recognizing how and why particular accounts are constructed, legitimized, and disseminated.”

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“This paper illustrates the value of an intersectional frame by examining three erasures from human rights history in social work: the Combahee River Collective, the Black settlement house movement, and the Compton’s Cafeteria Disturbance.” “The paper closes with implications for social work education in four areas: deconstructing contemporary social work narratives, investigating historical and cultural locations of our knowledge base, theoretically contextualizing intersectional contributions, and respecting intellectual contributions beyond refereed journals and other traditional formats.” “Intersectionality theory engages marginalized aspects of human rights history in educating professional social workers; however, it must avoid cooptation to maintain its vibrant critique.” Introduction “To promote justice—social, economic, and environmental—and human rights, the Council on Social Work Education (CSWE) competencies require critical reflection and self-awareness as well as an appreciation of the history of the profession.” “Selective erasures in the history of social work and human rights undermine critical reflection, leaving many US social work students unfamiliar with the historical context of current theories, policies, and practices.” “The purpose of this paper is to name erasure as a hindrance to awareness and to advancing human rights, present intersectionality as a lens for broadening critical reflection, and identify strategies for infusing intersectional content in classroom discussions and social work curriculum.” “This paper first positions intersectionality as a framework that helps reveal and explore erasures from US human rights history taught in social work curriculum.” Intersectionality and Erasure “The NASW Press publication, Incorporating Intersectionality in Social Work Practice, Research, Policy and Education (Murphy and others [23]) gives Combahee one largely dismissive mention, absent appropriate historical context: Some of the first accounts of Black women’s sexual orientation as a category of oppression were introduced by African American women in the Combahee River collection [sic], but these were not retained in academic discourse until the latter part of the 1980s.” “Barrett is a name that is not well known in the history of social work, but she contributed greatly to the settlement house movement in providing services to a previously underserved population that was neglected by the mainstream settlement house movement.” “The lack of media attention may be due to the intersectional status held by many of the Compton’s Cafeteria rioters who were primarily of lower socioeconomic status, diverse racial or cultural backgrounds, and gender nonconforming, thus contributing to their lack of power in contrast to Stonewall, framed predominately as occurring in a middle-class, white neighborhood (Stryker [24]).”

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Educational Implications “In the classroom, social work educators must (1) deconstruct contemporary social work narratives by examining how histories are framed; (2) investigate historical and cultural locations; (3) theoretically contextualize intersectional contributions; and (4) respect intellectual contributions beyond formal publications.” “Encouraging students to engage the concept of frame-checking supports a more comprehensive understanding of social work’s historical framing of benevolence.” “Emending the silencing and erasing of marginalized histories in social work curricula provides an opportunity for students to intentionally engage in inquiry.” “Engaging students in the process of gathering oral histories allows for actively probing the past and utilizing critical inquiry to better understand the present.” “This is especially important for social work students as they can develop a sense of how oral traditions have been used to preserve cultural knowledge, foster intercultural problem-solving, and disrupt dominant or oppressive groups.” Conclusion “This article has emphasized the importance of adapting an intersectional lens to further human rights in social work education.” “Intersectionality provides a concrete path of critical reflection on the stories told and demands that we search for and question any missing narratives.” “Utilizing intersectionality as a framework in class discussions and assignments encourages uncovering erasure in social work curriculum.” “Exploring erasure and how it operates within all systems but specifically in social work history has increased awareness of framing, even in writing this paper.” “It is through critical analysis that we can understand and dismantle systems that lead to hegemonic and misleading narratives that affect how people view social work as well as how we view ourselves.”

An Exploration of Human Rights and Social Work Education in the United States [76] This is a machine-generated summary of: Sousa-Meixell, Lori; Kim, Sook Hyun; Silmere, Hiie: An Exploration of Human Rights and Social Work Education in the United States [76] Published in: Journal of Human Rights and Social Work (2021) Link to original: https://doi.org/10.1007/s41134-021-00178-w Copyright of the summarized publication: The Author(s), under exclusive licence to Springer Nature Switzerland AG 2021 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from.

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Abstract-Summary “Many international social work scholars have articulated the view of social work as a human rights profession.” “The limited attention given to human rights in social work education, particularly in the United States, provides a unique opportunity to explore the human rights discourse occurring in academic circles.” “This paper presents a review of scholarly journal articles that explore the human rights discourse related to social work education in the United States.” “Findings indicate that the inclusion of human rights into social work education in the United States is in its infancy.” “It is recommended that social work programs in the United States be more intentional about integrating human rights content into the curricula to train culturally competent and globally minded social workers.” The Development of Universal Human Rights “The evolution of the integration of human rights in social work education in the United States must be understood in the historical and cultural context.” “After much debate, the decision was made to draft two covenants on human rights: (1) the International Covenant on Civil and Political Rights (ICCPR) (United Nations General Assembly, [25]), and (2) the International Covenant on Economic, Social and Cultural Rights (ICESCR) (United Nations General Assembly, [25]).” “The articles in the ICCPR resonate with the rights encoded in the laws and values of the United States.” “The ICESCR (contained in articles 22–27 of the UDHR) refers to economic, social, and cultural rights.” “The United States refused to ratify the ICESCR, claiming the economic, social, and collective rights implied a commitment to socialism (Gomez Isa & de Feyter, [26]).” “Articles on economic, social, and cultural rights contained in the ICESCR have been ratified by 171 nations as of 2020 (United Nations General Assembly, [25]).” Human Rights and Social Work “Social work was involved in human rights before the creation of the UDHR, but the profession had little visibility in this area until the 1970s (Healy, [27]).” “735–736) Given the global significance of human rights issues in social work, the IFSW [28] has incorporated human rights into its Statement of Ethical Principles.” “The global agenda of Sustainable Development Goals (SDGs) replaces the Millennium Development Goals (MDGs) and provides social workers with the opportunity to work collaboratively, inclusively, and strategically with the global community to address a comprehensive range of human rights issues.” “Wronka’s analysis of the UDHR has influenced how many social work institutions define human rights (Steen and others, [29]).”

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“Wronka envisions the advanced generalist approach as an essential component in creating a human rights culture in social work education.” “An advanced generalist practice approach encourages a proactive integration of human rights into all areas of social work.” Methods “To gain insight into the discourse on integrating human rights in social work education in the United States, we searched two databases that are likely to be used by social work educators: Social Work Abstracts and PsycINFO.” “Five articles were identified from the Journal of Human Rights and Social Work, making the final sample size for this literature review 32.” “The first category included general articles that contained information on the need to integrate human rights into social work education in the United States.” “The second set of articles focused on pedagogical frameworks, models, and examples of how to incorporate human rights into social work education.” “The third category of articles focused on measures and perceptions related to assessing the integration of human rights in social work education and how human rights can be understood in the social work context.” Findings “Several scholars suggest that social work programs can benefit from integrating human rights into student learning contracts at their internship sites (Davis & Reber, 9; Lewis and others, [30]).” “Davis and Reber suggest that social work programs can provide training for field instructors on how to support students to develop practice behaviors that promote the advancement of human rights.” “Helping students understand and embrace this perspective is an essential aspect of human-rights-based social work education and can be fostered partially through international community cooperation.” “By examining learning agreements, social work researchers and educators can gain insight into how well students can: (1) identify and understand relevant human rights issues at their agency, (2) articulate plans to advocate on behalf of and empower clients, and (3) express effective ways to engage in activities to improve clients’ human rights.” Challenges “The literature review revealed three primary challenges regarding integrating, creating, and implementing a human rights approach in social work education programs in the United States.” “Several articles discuss how ambiguity surrounding the human rights discourse impacts its integration in social work programs (Chiarelli-Helminiak and others, [12]; Reichert, [31]; Richards-Desai and others, [29]).” “Some articles noted that there is a perception that human rights relate to international issues or are limited to macro social work (Chiarelli-Helminiak and others, [12]; Davis & Reber, [9]).”

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“Chiarelli-Helminiak and colleagues found that “scant attention to the relevance of human rights in US social work doctoral education compounds the challenges of integrating human rights at all levels of education and practice” (p. 102).” “There is little research detailing the effectiveness of specific efforts, such as integrating art or other multimedia into existing social work classes or programs to address human rights (McPherson & Mazza, [32]).” Limitations “This review of scholarly articles on human rights and social work education has several limitations.” “This review can serve as a foundation for educators and scholars who wish to understand the discourse on human rights and social work education in the United States.” “Future studies can build on this work by examining books, websites, and course descriptions from different social work programs around the country that address human rights in the context of social work education.” “Future studies can explore the similarities and differences in teaching human rights content in social work programs worldwide.” Implications and Conclusion “Despite these limitations and challenges, integrating human rights into social work education is vital for the profession to stay relevant.” “Human rights are inherent to the profession of social work, providing a bridge that connects local and global issues (Acquaye & Crewe, [33]; Healy, [27]).” “The study suggests that using human rights as a paradigm in social work curriculum or courses can expose students to a variety of relevant topics, such as issues of diversity (Acquaye & Crewe, [33]; Gammonley and others, [34]; Hawkins & Knox, [35]); social justice (Hodge, [36]); violence (McPherson & Mazza, [32]); environmental justice (Kaiser and others, [37]; Melekis & Woodhouse, [32]); and issues involving the older adults (Patterson, [38]).” “These validated scales help educators and scholars develop an evidence-based approach to human rights practice in social work.” “To the scholarly articles summarized in this review, multiple books have been published to aid social work educators and students in developing competencies in human rights practice (e.g., Androff, [39]; Clapham, [40]; Healy & Link, [41]; Hertel & Libal, [42]; Hokenstad and others, [43]; Ife, [44, 45]; Kosher and others, [46]; Mapp, [47]; Maschi, [48]; Reichert, [49]; Wronka, [50]).” “Directive, there is a need to integrate a human rights perspective into social work education (Hawkins & Knox, [35]).” [Section 8] “The presence of human rights in social work, however, has not always been apparent.” “The limited attention given to human rights in social work education, particularly in the United States, warrants further investigation.”

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“This paper presents a review of scholarly articles exploring the current state of the human rights discourse related to social work education in the United States.” “Before presenting the findings from the literature, the paper provides a context for the inclusion of human rights in social work education by examining the development of the Universal Declaration of Human Rights (UDHR), its implementation in the United States, and the presence and practice of human rights in the field of social work in general.”

Social Work Education in Uncertain Times: Protecting the Human Rights of Migrants [77] This is a machine-generated summary of: Kallinikaki, Theano: Social Work Education in Uncertain Times: Protecting the Human Rights of Migrants [77] Published in: Journal of Human Rights and Social Work (2019) Link to original: https://doi.org/10.1007/s41134-018-0084-1 Copyright of the summarized publication: Springer Nature Switzerland AG 2018 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “In Greece, the coincidence of deep austerity occurring at the same time as the advent of large numbers of incoming asylum seekers and migrants has created an extremely pressing condition for social work practice.” “This article explores human rights as a unifying framework for actions and short- and long-term interventions and lobbying in regard to current austerity and migration contexts and discusses initiatives taken by social work educators to incorporate relevant content into curricula at the bachelor and master’s levels.” Social Work Values, Human Rights, and Migration “A large amount of literature argues for the social work as a human rights profession (Healy [27]; Ife [51]), with a fundamental mission to assist, support, and enable those who suffer from the negative effects of social inequalities and failures in other policy areas such as crime, health care, or education (Asquith and others [52]).” “This article explores how human rights approaches of social work could ensure success in recent social circumstances with the growing inequalities between North and South and poor and rich, plus the strictly policed walls that divide wealthy from immigrants, unemployed from undesirable (Douzinas [53]).”

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“It draws on the complex conditions in Greece, where the coincidental pairing of severe austerity for the native population with large numbers of incoming asylum seekers and migrants has imposed human rights approaches of paramount concern for social work practice.” “The article concludes by considering social work curricula and practice to be based on human rights documents, but flexible and adaptable, constantly ready to change and integrate the reforms and the changes of the societies.” Populations on the Move in Greece “The biggest refugee wave moved to Greece under the Lozan’s Treaty (Jan. 30, 1923) when 350,000 Muslims from Greece uprooted to Turkey and more than 1,200,000 Orthodox Christians from Turkey to Greece, raising the country’s population by about 25% in just 2 years.” “Greece welcomed migrants from Asia and Africa and in the 1980s, from the Philippines, Egypt, Iraq, and Poland, plus Kurdish refugees from Turkey (EmkePoulopoulou [54]).” “Migrants formed 10% of the Greek population, with 55.4% from Albania and 45% women (National Statistical Service of Greece [55]).” “Greece was faced with big flows of repatriation from Eastern Europe and countries of the Ex-Soviet Union.” Recent Challenges of Migration in the Context of Austerity “In 15 June 2018, 51 shelters (1125 places), 10 safe zones (short term 300 places) in different camps, 12 hotels (550 positions), and 4 SIL (Supported Independent Living) apartments for the older than 16 years (16 places) ensured appropriate living conditions for 1141 UAC, while 2832 including 211 separated children were on the waiting list for appropriate placement, and 216 young people were in police detention (protective custody), because there was no other place for them (National Centre for Social Solidarity 2018).” “Recent transformation of the Greek Association of Social Workers to a statutory body retaining full political autonomy is expected to power their intervention in decision-making to ensure human rights of migrants, refugees, and UAC’s rights for safe accommodation, appropriate to their age and developmental needs and for speeding up the implementation of the institution of commissioners for them.” Education Matters: Studies’ Background “Social work rights-based approaches are driven by international standards (IFSW [56]) and ethics (Banks [57]), and the widespread interest in and commitment to international conventions and charters of rights.” “Practice principles taught in different contexts such as feminist, radical, critical, and counter-oppressive work provide the meaning of human rights and their achievement through social work practice (Ife [51]).” “Students’ backgrounds, the wider, and the context of the country where social work is taught and practiced affect its focus, priorities, and major components.”

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“In social work practice, conflicts can grow from national laws or cultural strong beliefs concerning human rights.” “How do classes on rights-based policies and interventions affect students who were born or are living in the Europe, which allow the Balkan countries, Lebanon, and other African countries to store the unwilling people, “which have become prison countries, custodians to EU borders” (Zavirsek [58, p. 238]).” Education Matters: Enhancing Critical and Reflexive Thinking “In January 2016, when the refugee phenomenon had reached its peak, undergraduate students in small groups were asked to identify and advocate for “human rights in inhuman circumstances” by analyzing obstacles and risks migrants meet in each stage of their movement (before, during, at present), and list the parameters behind them (social policy—forms of protection and or social work intervention/ action in various countries for the unaccompanied and the native children/people).” “Social work students attending the course “social interventions in crisis situations” organize various community participatory projects aiming to sensitize the local community to the needs of the refugees and UAC.” “The process shares the social work principle that each individual is unique and therefore responds to adversity (including the devastating events that lead to become a refugee) in a highly individual way (Papadopoulos [59]), using his or her strengths and resilience.” Conclusion “Current migration across frontiers for social, political, and economic reasons and austerity policies in receiving countries are maximizing the essential and symbolic meaning of social work mission as a human rights’ profession at the micro, mezzo, and macro levels.” “Social work educators avoid communicating a legalistic understanding of the human rights approach.” “This view overcomes the dichotomies of micro/macro and individual/ community and teaches students to see themselves as necessarily practicing within a human rights framework, at micro and macro levels, whatever their field of practice (Ife [51]).” “Collective approaches such as group work and community work have a qualitative potential for change at the community and structural level and help restore radical, campaigning community work to its rightful place in social work and motivate social workers to be involved with wider social movements (Ferguson [60]).”

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E-Learning and Social Work Education During COVID-19 [78] This is a machine-generated summary of: Gad, Salah: E-Learning and Social Work Education during COVID-19 [78] Published in: Public Organization Review (2022) Link to original: https://doi.org/10.1007/s11115-022-00613-0 Copyright of the summarized publication: The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022 Copyright comment: corrected publication 2022 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “This work aims to examine the features, opportunities, and prospects of implementing e-learning in Social Work Education.” “The study uses a structural analysis of the content of academic research in the field of online education in social work to create a questionnaire for surveying students.” “Of the descriptive statistics of a students’ survey and the intersection with the study of the corresponding corpus of academic research, a Conceptual model of e-learning in Social Work Education is proposed, which integrates the available academic findings and the real situation estimation in accordance with the assessment of students.” “The effectiveness of e-learning in social work was highlighted.” Introduction “An abundance of academic research has been created on online learning in connection with the transition of the education process to distance mode due to the COVID-19 pandemic.” “One of the most important findings of these studies is the identification of many problems associated with the implementation of total online learning at different levels from elementary school to university (Algara and others, [61]).” “The trend of moving social work education (SWE) toward the virtual setting existed even before COVID-19, with many universities offering SW courses online (Kurzman & Maiden, [62]; Phelan, [63]; Webber and others, [64]), but the pandemic facilitated this transition (Mclaughlin and others, [65]).” “The objectives of the study are: (1) to review the existing research into the use of e-learning in SWE and determine COVID-19-induced changes to social workers’ competency profile; (2) to measure the effectiveness of teaching and learning SW via online platforms; and (3) to develop a model for online SWE.”

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Literature Review “Even though educators felt unprepared and reluctant to teach online and there were educators and students with no access to appropriate technological equipment and without Internet, online learning platforms have proven effective for teaching social work during COVID-19 (Mclaughlin and others, [65]).” “Among the numerous studies discussed above in the field of online social work education, there is a gap at the intersection of research on teaching methods, the current state of this field and surveys of the opinions of students of future social workers on how online learning affects them and how they evaluate it.” “The significant contribution of this study lies in the fact that it offers e-learning in Social Work Education, which relies both on the results of academic research in this area and on the assessment of the quality of implementation, existing problems and results on the part of students.” Methods “The study participants were SW students recruited from two universities in Helwan (Egypt) and the U.A.E. (Arabian Peninsula) by sample random sampling: the [anonymized for blind peer review] University and the [anonymized for blind peer review] University, respectively.” “The questionnaire was formulated by the authors of the article on the basis of a structural and logical analysis of the content and findings of the above studies in the field of online social work education.” “The relevancy of the questionnaire was tested based on the results of the survey conducted in this study by coding the answers in the form: “agree” - “1”, “disagree” - “-1” and “not sure” - “0” and further evaluation of the results using Cronbach alpha test.” “These stages include (1) formulating the research aim and objectives; (2) conducting a literature review; (3) developing a questionnaire; (4) recruiting and surveying the SW students; (5) analyzing data; and (6) building a model for e-learning in SWE.” Results and Discussion “Approximately 70% of respondents believe that is possible to using e-learning to foster practical skills in social workers, that e-learning facilitates the connection of SW theory and SW practice, and that it encourages students to improve their field performance.” “More than half of respondents reported that e-learning had a stimulating effect on their ability to connect emotionally to social work, and even though students were separated from service users, more than 80% reported that expressivity of their communication did not fade away.” “Among other things, social work relies on partnership working and if in traditional classroom learning, SW students learn about the importance of such collaborative interaction as a source of professionally significant resources, with e-learning, they become equal participants involved in a tripartite partnership that

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exists between learning providers, employers and service users (Ferguson and others, [66]; Hanley, [67]).” Conclusions “The present study shows that 70% of SW students felt the positive impact of e-learning on their learning motivation and academic performance.” “The results of the study suggest that e-learning can improve research engagement by linking theory to practice and affecting the emotional state of learners.” “30% of students reported that e-learning enabled them to volunteer and participate in the online social problem solving process.” “According to 72.4 to 84.4% of respondents, e-learning had a positive impact on their emotional state.” “The present study offers a conceptual model of e-learning in Social Work Education that defines the core benefits of e-learning.”

Benefits and Challenges of Online Education for Clinical Social Work: Three Examples [79] This is a machine-generated summary of: Jones, Sally Hill: Benefits and Challenges of Online Education for Clinical Social Work: Three Examples [79] Published in: Clinical Social Work Journal (2014) Link to original: https://doi.org/10.1007/s10615-014-0508-z Copyright of the summarized publication: Springer Science+Business Media New York 2014 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “As growing numbers of social work programs offer online delivery of course content, the positive aspects described in the literature, such as student access and flexibility, as well as concerns about quality, instructor/student relationships, and academic honesty of students, need to be examined as they relate to clinical social work education (Pelech and others [68]; Reamer [69]).” “Three examples of fully online courses offered to clinical social work students by an experienced clinician and online instructor are examined in the context of the benefits and challenges put forth in the literature.” “These examples illustrate that online courses which are strategically and rigorously developed are comparable to face-to-face courses in many ways, including activities, assignments, assessments, outcomes, student quality, and methods of addressing academic dishonesty.”

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“Methods of ensuring quality are explored, including intense instructor presence, real time meetings online, and well-formulated discussion questions that require students to interact with the material and each other in ways that are potentially more demanding and engaging than courses taught face-to-face.” Introduction “While practice courses have been listed as the most frequent type of course taught online, experienced online social work educators express concerns about the effectiveness of learning practice skills solely in this format.” “In their literature review, they note that research has shown no differences between online and traditionally taught clinical courses in student grades/ test scores, but that some student perception ratings are lower for distance or Web-based methods than face-to-face formats.” “A group practice course, taught online with additional weekend in-person sessions, was compared with traditional delivery, with no significant differences found in learning of leadership skills, grades, or student perceptions (Cummings and others [70]).” “Experience, I will describe the infrastructure and resources required for quality online learning, examine the benefits and challenges of teaching three online clinical social work courses compared to their face-to-face counterparts, and discuss the impact of the differences on students, educators, and practitioners.” Infrastructure and Resources “Instructors need time allotted for training and course releases for development and revision of courses, and online clinical social work courses need to be smaller than on-campus courses, requiring additional faculty.” “To the preparation all graduate students need for graduate-level social work education, online students must also invest in additional equipment, skill development, time, and course fees.” “Instructors need the same equipment as students, as well as training in online course development and delivery and advanced use of technological tools incorporated into the course.” “Similar to the student learning curve, quality online teaching allows for more flexibility, but requires more time than the traditional mode in course development and delivery.” “Online course development and delivery is time-intensive and requires attention to aspects of the course that differ from face-to-face courses, specifically a user-friendly course website, a variety of activities that build in opportunities for engagement and interaction, intense instructor presence, and technology management.” Benefits and Challenges “The central issues of effective clinical social work education when delivered online as described in the literature include student access, curriculum quality, degree of interpersonal interaction, and clinical skill development, in addition to

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upholding gatekeeping and academic integrity standards, the effects of dependence on technology, and appropriate use of resources.” “In the online interviewing course, in a discussion about the effects of students’ cultures-of-origin on interviewing practice, students delved into more types of effects and ways to address them compared to the face-to-face course.” “Used extensively in the online interviewing course, students met in pairs on multiple occasions to record role-plays of beginning interviewing skills, post recordings, and discuss them online.” “One adaptation used effectively was for online students to complete role plays with a friend, family member, or colleague, record them, and post the recordings on the course website for classmates and instructor to view and discuss.” Implications “The examples of three online courses that deliver clinical content demonstrate that a well-designed online course with sufficient structural and technological support has the capacity for effectively teaching skills in foundation-level interviewing, beginning intervention, diagnostic assessment, and practice with older adults.” “One alternative to fully online practice courses recommended in the literature is to include face-to-face components for teaching these skills, such as intensive weekend skills institutes or students meeting with mental health professionals in their communities for role play practice (Cummings and others [70]; Siebert and others [71]).” “My experience was that foundation level direct practice skills and diagnostic skills can be effectively taught online using existing technology if the quality is rigorous, but that technology has not developed to the point that other advanced practice skills, such as family and group intervention, can be effectively taught without a face-to-face component.” “Providing quality online education for clinical social work skills is a time- and resource-intensive endeavor.” Future Research “Research in several areas is needed to clarify the effectiveness of teaching clinical skills online.” “To establish standards of quality, further examination is needed into which clinical skills are effectively taught online and which are not, as well as the elements required for effective online learning of clinical skills, including structural and technical support, course design, instructor presence, student learning styles, and class size.” “Research to determine how effectively clinical skills used in 3-D virtual worlds transfer into face-to-face interactions are needed.” “The quality of current videoconference software also needs to be examined systematically in terms of its effectiveness for use in advanced clinical social work courses.”

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Conclusion “The growth in online clinical content delivery significantly affects the quality of clinical social work education.” “We must not underestimate or overestimate the potential of online social work learning of direct practice skills or the capabilities of the technology that plays such a central role in online formats.” “Underestimation, however, means the loss of valuable opportunities to increase access to clinical social work education.” “Further research on the effectiveness of online learning of clinical skills is paramount to fulfilling its very real potential for creatively engaging students in innovative ways, for making clinical social work education possible for students outside the reaches of traditional delivery formats, and thus making clinical social work services available to more clients.”

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56. IFSW (2012) Global standards. Retrieved from: http://ifsw.org/policies/global-standards/. 57. Banks, S. (2006). Ethics and values in social work (3rd ed.). Basingstoke, UK: Palgrave Macmillan. 58. Zavirsek, D. (2017). The humanitarian crisis of migration versus the crisis of humanitarianism: current dimensions and challenges for social work practice. Social Work Education, (3, 3), 231–244. 59. Papadopoulos, R. (2017). Psychosocial framework to support refugees. Available at http:// www.southeastsafenet.eu/sites/default/files/3.pdf. 60. Ferguson, I. (2009). Another social work is possible: reclaiming the radical tradition. In V. Leskosek (Ed.) Theories and methods of social work: exploring different perspectives (pp 81–98). Ljubljana, Slovenia: University of Ljubljana. 61. Algara, C., Fuller, S., Hare, C., & Kazemian, S. (2021). The interactive effects of scientific knowledge and gender on COVID-19 social distancing compliance. Social Science Quarterly, 102(1), 7–16. https://doi.org/10.1111/ssqu.12894 62. Kurzman, P. A., & Maiden, R. P. (2014). Distance learning and online education in social work. Routledge 63. Phelan, J. E. (2015). The use of e-learning in social work education. Social Work, 60(3), 257– 264. https://doi.org/10.1093/sw/swv010 64. Webber, M., Currin, L., Groves, N., Hay, D., & Fernando, N. (2010). Social workers can elearn: Evaluation of a pilot post-qualifying e-learning course in research methods and critical appraisal skills for social workers. Social Work Education, 29(1), 48–66. https://doi.org/10. 1080/02615470902838745 65. Mclaughlin, H., Scholar, H., & Teater, B. (2020). Social work education in a global pandemic: Strategies, reflections, and challenges. Social Work Education, 39(8), 975–982. https://doi.org/ 10.1080/02615479.2020.1834545 66. Ferguson, H., Warwick, L., Disney, T., Leigh, J., Cooner, T. S., & Beddoe, L. (2020). Relationship-based practice and the creation of therapeutic change in long-term work: social work as a holding relationship. Social Work Education, in press. https://doi.org/10.1080/026 15479.2020.1837105 67. Hanley, J. (2020). Left behind: exploring how mainstream social work students see themselves compared to the ‘best and brightest’. Social Work Education, in press. https://doi.org/10.1080/ 02615479.2020.1851361 68. Pelech, W., Wulff, D., Perrault, E., Ayala, J., Bayton, M., Williams, M., et al. (2013). Current challenges to social work distance education: Responses from the Elluminati. Journal of Teaching in Social Work, 33(4/5), 393–407. 69. Reamer, F. G. (2013). Distance and online social work education: Novel ethical challenges. Journal of Teaching in Social Work, 33(4/5), 369–384. 70. Cummings, S. M., Foels, L., & Chaffin, K. M. (2012). Comparative analysis of distance education and classroom-based formats for a clinical social work practice course. Social Work Education: The International Journal, 32(1), 68–80. 71. Siebert, D. C., Siebert, C. F., & Spaulding-Givens, J. (2006). Teaching clinical social work skills primarily online: An evaluation. Journal of Social Work Education, 42(2), 325–336. 72. Berger, Roni; Mallow, Alissa; Tabag, Kari; White, Chireau Toree; Fiore, Cheryl; Schachar, Adam; Hirsch, Estee Teaching and Learning in a Time of Corona: A Social Work Experience. Clinical Social Work Journal (2021). https://doi.org/10.1007/s10615-021-00804-0 73. Quzack, Lanelle E.; Picard, Grace; Metz, Stacie M.; Chiarelli-Helminiak, Christina M. A Social Work Education Grounded in Human Rights. Journal of Human Rights and Social Work (2021). https://doi.org/10.1007/s41134-020-00159-5 74. Migdole, Scott Social Work Education: Ensuring Its Viability into the Future. Clinical Social Work Journal (2018). https://doi.org/10.1007/s10615-018-0665-6 75. Brantley, Nadaya A.; Nicolini, Gabrielle; Kirkhart, Karen E. Unsettling Human Rights History in Social Work Education: Seeing Intersectionality. Journal of Human Rights and Social Work (2020). https://doi.org/10.1007/s41134-020-00138-w

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Introduction by the Editor Introduction Societies across the globe continue to experience challenges and rapid transformation. Different population groups, especially marginalized and vulnerable ones, tend to experience differential treatments despite technological advancement, increases in literacy and living standards, globalization and internationalization. On the one hand, globalization and the neoliberal market economy are posing endless challenges to new welfare states in ensuring the safety and sustainability of marginalized communities, whereas public health challenges such as COVID19, natural calamities and disasters are hindering the growth and advancement of societies across the globe, including Western industrialized societies. Social work as a human service profession that adheres to the principles of social justice, equality and human dignity has a wide scope in future society, where inequality tends to be an integral part of human existence. Social work practices in global society will also contribute remarkably to building sustainable communities, as defined by the United Nations Sustainable Development Gaols. The Global Agenda for Sustainable Development Goals (SDGs) introduced by the United Nations in 2015 provided an innumerable opportunity for the social work profession to redefine its role in the development and advancement of society. Thus, in the sustainable development era, social work can play a remarkable role in people’s empowerment, socioeconomic development, human rights and the environment. Social Work and Sustainable Development Gaols The 17 sustainable development goals adopted by the United Nations member states as instruments for global development and prosperity are relevant to the social work principles of practice. Social work aims to establish a just and equal society, whereas the aim of sustainable development goals is to achieve prosperity and development without compromising the needs of future generations. The © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025 R. Baikady (ed.), Global Social Work: Human Rights, Advocacy, and Sustainability, https://doi.org/10.1007/978-981-96-1832-3_8

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sustainable development agenda also aims to leave no one behind, which is the core principle of social work, as the profession climes itself as a social justice profession. Social work practice principles and values demand that social work practitioners stand alongside service users as partners in developing and addressing issues of injustice and inequality. Reducing inequality in all its forms and achieving gender equality are major goals of the sustainable development agenda. The 17 goals aim to establish a peaceful, equal, prosperous and developed world by the end of 2030. According to the goals, targets and principles, there should not be discrimination and unequal treatment for different people in a society. However, as evident in the literature, women and girls across the globe face systematic violence from both primary and secondary institutions (Jaggar, 2014); furthermore, these violent acts and the suffering of women and girls are well documented but often neglected or ignored (Amnesty International, 2022). Hence, the achievement of suitable development goals requires greater attention to vulnerable and marginalized populations in every society across the globe. The administration, state and state machineries in each part of the world should undertake special programmes and development policies for the betterment of marginalized and vulnerable populations. Only then can substantially progress in fulfilling the aims of the sustainable development agenda be realized by 2030. Social Work for the Next Generation All twelve articles included in this chapter show a way ahead for social work education and practice. The literature primarily discusses the advantages of technology and, by using the good in technology, how social work education and practice can be advanced to meet the rising demand of contemporary society. Furthermore, the contemporary society also presents a challenge to the profession of social work to manage the efforts of prevention, education, and intervention to meet the needs of the individual, family and community. It is also challenging for the profession to educate the next generation of social workers to address changing social, individual and community needs. The literature presented in this concluding chapter provides hope for the social work profession, education and research in the 21st century. Furthermore, despite the challenges and uncertainties, the current development of social work education and practice in the global context, as evident in the literature (Baikady, R., et al. 2022a; Baikady, R., et al. 2022b; Sajid, S. M., et al. 2021), provides us with hope for a better future for social work education, practice and research. The number of students enrolled and the demand for new specializations in social work education in some parts of the world, the availability of employment opportunities and direct practice opportunities in some countries and the growth and development of national, regional and international associations of the social work profession and education show that the profession is growing on a very large scale and that its impact is being recognized by society. Further available literature also shows that social work teaching programmes across the globe are rapidly growing and that standardization and innovation in these programmes are taking place (Przeperski, J., & Baikady, R. 2024) to ensure credibility and international acceptance.

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References

Amnesty International. (2022, March 7). https://www.amnesty.org/en/latest/ news/2022/03/international-womens-day-dramatic-deterioration-in-respect-forwomens-rights-and-gender-equality-must-be-decisively-reversed/ Jaggar, A. M. (2014). Transnational cycles of gendered vulnerability: A prologue to a theory of global gender justice. In A. M. Jaggar (Ed.), Gender and global justice (pp. 18–39). Polity Press. Baikady, R., Sajid, S. M., Nadesan, V., & Islam, M. R. (Eds.). (2022a). Routledge handbook of field work education in social work. Taylor & Francis. Baikady, R., Sajid, S. M., Nadesan, V., & Islam, M. R. (Eds.). (2022b). The Routledge Handbook of Social Work Field Education in the Global South. Taylor & Francis. Sajid, S. M., Baikady, R., Sheng-Li, C., & Sakaguchi, H. (Eds.). (2021). The Palgrave handbook of global social work education. Palgrave Macmillan. Przeperski, J., & Baikady, R. (Eds.). (2024). The Routledge International Handbook of Social Work Teaching. Taylor & Francis. Machine generated summaries Disclaimer: The summaries in this chapter were generated from Springer Nature publications using extractive AI auto-summarization: An extraction-based summarizer aims to identify the most important sentences of a text using an algorithm and uses those original sentences to create the auto-summary (unlike generative AI). As the constituted sentences are machine selected, they may not fully reflect the body of the work, so we strongly advise that the original content is read and cited. The auto generated summaries were curated by the editor to meet Springer Nature publication standards. To cite this content, please refer to the original papers. Machine generated keywords: clinical, clinical social, online, client, clinician, ethical, virtual, technology, work practice, session, healthcare, instructor, field, use, communication

Sustainable Development Goals and Social Work: Opportunities and Challenges for Social Work Practice in Malaysia [86] This is a machine-generated summary of: Jayasooria, Denison: Sustainable Development Goals and Social Work: Opportunities and Challenges for Social Work Practice in Malaysia [86] Published in: Journal of Human Rights and Social Work (2016) Link to original: https://doi.org/10.1007/s41134-016-0007-y Copyright of the summarized publication: Springer International Publishing 2016 All rights reserved.

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If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “The global agenda of Sustainable Development Goals (SDGs) provides Social Workers an opportunity to redefine their role pertaining to people empowerment, socio-economic development, human rights and the environment.” “The Global Agenda enhances these possibilities for Social Workers as the SDG goals and values have parallels relevance and application with Social Work practice.” “Social Workers must stand alongside their service users as partners in development and address issues of injustice and inequality courageously and uncompromisingly abiding by Social Work Principles and Values.” Introduction “It is in this global context that in this article, Sustainable Development Goals (SDGs) are discussed from a social work practice point of view and with a strong commitment to human rights issues in Malaysia.” “The SDG global agenda enables social workers to utilise this approach based on the global commitment through the 2030 agenda which is focused on development, human rights and environment.” “The organisations jointly stated ‘we would strive with others for a peoplefocused global economy that is regulated to protect and promote social justice, human rights and sustainable development’ (IFSW [1], p 3).” “In the area of environmental and sustainability concerns, there is a total neglect and therefore much has to be done in this context although human rights activities, development workers and environmentalist especially those working with indigenous people have been in the forefront of community development and social justice approaches.” Conclusion “We explored the thrust of the SDGs and relate these to social work practice and human rights concerns with relevance to the Malaysian context.” “In doing these, we reviewed the parallel SDG ethos with that of social work values as well as the intervention charted as being holistic and integrated.” “We recognise many challenges for social work practice in Malaysia as well as potential possibilities over the next 15 years.” “Over the next 15 years, social workers can refine their roles based on the SDG 2030 agenda for holistic development taking both human rights and the environment at the heart of both human services and social justice through social work practice.”

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Inter and Intra Professional Social Work Differences: Social Works Challenge [87] This is a machine-generated summary of: Epple, Dorothea Marie: Inter and Intra Professional Social Work Differences: Social Works Challenge [87] Published in: Clinical Social Work Journal (2007) Link to original: https://doi.org/10.1007/s10615-007-0098-0 Copyright of the summarized publication: Springer Science+Business Media, LLC 2007 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Social work historically has had two overarching domains.” “Both the macro and micro domains are infused with concerns of social justice and advocacy.” “Conflict in the profession between social justice and casework began over a century ago, with early social work leaders Mary Richmond and Jane Addams.” “This paper will present many of the differing viewpoints within the everchanging kaleidoscope of the profession.” “The paper will objectively present the issues of debate regarding micro and macro foci and recent debates related to professionalization, licensure, and the education of social workers.” “The problem of AIDS will be discussed in order to demonstrate the challenges of working at both the micro and macro levels.” Introduction “A. Lincoln The past decade has presented the profession of social work with significant attacks from many different angles.” “Is social work an “imposition of surveillance and control?”(Margolin [2]).” “Are social workers “unfaithful angels” abandoning the poor for the private domain? (Specht and Courtney [3]).” “Are there irreconcilable differences between clinical social work and the profession’s commitment to social reform? (McLaughin [4]; Specht and Courtney [3]).” “Are social work academic institutions abandoning seasoned practitioners as scholars as well as the realities of the world of practice in favor of research, research grants and publication? (Woods and Hollis [5]).”

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Current Debates “Mullaly challenges social work to make “the connection between private troubles and the structural source of these troubles” and work toward the “transformation of society” (p. 165).” “Swenson [6, p. 528] supports this view stating: Clinicians may work with people who are privileged and powerful to help them assess their motivation to change behavior associated with such roles... If relieving the... company president’s depression enabled him to develop a more compassionate stance toward his employees... clinical intervention would be consistent with a social justice perspective.” “Based on feminist theories and empowerment, the social worker works within and against the system to affect the individual in relation to others, to the community, and to society.” “It was such a thick, wild and rough forest that when I think of it my fear returns. (Dante) Despite Specht and Courtney’s (3) bold statement that “psychotherapy is not social work,” a long history of psychoanalytic theories, psychotherapy and private practice exists in the profession.” The Vertical Meets the Horizontal “Paradoxically In recent years, a significant number of graduate schools of social work have not provided Master’s students with adequate training for specialization in clinical work, preferring a more ‘generic’ curriculum instead... To acquire advanced training and competence as clinicians, social workers have had to seek further education in institutes and PhD programs directed by professions other than social work. (Woods and Hollis [5], p. 22).” “Goldstein [7, p. 94] addresses the generic curriculum of social work by stating: The ecological framework still lacks appeal to certain segments of the direct practice community who argue that it negates the importance of personality theory and more severe psychopathology and has contributed to the dilution of this content in social work educational programs, that it does not equip workers with an in-depth knowledge base of what occurs within rather than across a variety of systems, and that its focus on working at the interface between people and environments does not encompass certain types of necessary intervention skills.” Beyond Social Work Differences “Mizrani [8, p. 3], NASW President, uses the metaphor of a kaleidoscope for our profession: To express the interplay among social work’s impressive history, struggles for recognition and never ending quest for social justice, as well as its myriad professional organizations, educational programs, fields of practice and practice methods... The challenge is to keep molding a coherent and compelling whole from these extraordinary parts – to create unity from diversity.” “The metaphor of discord and harmony in an orchestra may represent the reframing of the bonds and differences in the social work profession.”

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“The French horn and the violin together do not create harmony but when placed in the brass section and the string section with a conductor who plays the orchestra as one instrument beautiful harmonic music is produced.” “To become the music is the height and essence of the social work profession.” Case Illustration “The center for Disease Control [9] has reported that 38,096 cases of HIV/AIDS were diagnosed in 33 states in 2005.” “40.3 million people are living with HIV/AIDS.” “Nasdijj’s [10] book, “The Boy and The Dog Are Sleeping” is a passionate memoir of a father’s tender care for his adopted 11-year-old son, Awee, as he struggles with life as a result of AIDS.” “Out of desperation, Nasdijj sought services for Awee off the reservation.” “These services were also inadequate in controlling the pain, slowing the deterioration and attending to the psychological and emotional experience of AIDS.” “Nasdijj’s presence to Awee, holding and rocking him, and providing him with every experience that an eleven year old boy would dream of allowed his final days to have precious moments of bonding with his adopted “Real Dad.”” Conclusion “This case example illustrates the major thesis of this paper which presents a challenge to the profession of social work to harmonize the efforts of prevention, education, intervention, case management, supportive therapy, medical treatment and research to meet the needs of the individual, family and society.” “The profession is also challenged to educate the next generation of social workers in order to address the need for both societal and individual change.”

The Relationship Between Social Work and Psychoanalysis: The Future Impact of Social Workers [88] This is a machine-generated summary of: Goldstein, Eda G.: The Relationship Between Social Work and Psychoanalysis: The Future Impact of Social Workers [88] Published in: Clinical Social Work Journal (2007) Link to original: https://doi.org/10.1007/s10615-007-0090-8 Copyright of the summarized publication: Springer Science+Business Media, LLC 2007 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from.

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Abstract-Summary “It is important for them to integrate and balance the diverse aspects of their dual identity, to participate in our social work organizations, to contribute to developing psychoanalysis, and to work to keep the teaching of contemporary psychoanalytic theories alive in social work education.” Is There a Core Social Work Identity? “A major question to be asked in considering the future impact of social workers on psychoanalytic practice is whether those there is a unique clinical social work identity that is based on a core of values, knowledge, and skills?” “Culling from a number of different sources, it is possible to consider that the following components constitute the core of clinical social work (Ewalt, [11]; Goldstein, [7]; Swenson, [12]; Waldfogel & Rosenblatt, [13]): the importance of person-in-situation in assessment an emphasis on genuineness and realness in relationship and the use of the clinician’s self as core to the treatment process being where the client is respect for the client’s self determination the need for selfawareness about the impact of the clinician’s personality, values, and background on the treatment process engagement and treatment as a collaborative process the importance of reaching out to “hard to reach” or so-called “difficult” patients respect for cultural and other types of diversity a commitment to working with those who are economically disadvantaged and/or who are the targets of discrimination and oppression the mobilization of a client’s strengths, the development of insight, the creation of reparative experiences, and the fostering of new learning and behavioral change an appreciation of the impact of and work with the social environment, including advocacy a commitment to social justice However reasonable it is to assume that clinical social workers will bring this core with them into their diverse work experiences and further training, it is nevertheless true that not all practitioners subscribe to this core.” Will Social Work Psychoanalysts Identify as Social Workers? “In an important study, Perlman [14, 15] addressed the identity of social workpsychoanalysts.” “In Perlman’s study of social work-psychoanalysts, he found that social workers, compared to psychologists, “had established a tenuous and ambivalent relationship to the social work profession,” generally had “entered social work school only after deciding to pursue a career in psychotherapy or psychoanalysis,” and were often dissatisfied with social work as a profession.” “Perlman concluded that “the social work professional identity of the social work-psychoanalyst is weak and tenuous” (pp.” “A national study of graduate social work students, however, showed that the beliefs about “students flight from traditional social work values into entrepreneurial, private practice orientations have been overestimated.”” “Despite the variability among social work practitioners in private practice and among those who enter psychoanalytic training, it does appear that many social

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work practitioners who become psychoanalysts do divorce themselves from their social work roots.” The Increasing Convergence Between Clinical Social Work and Psychoanalysis “Psychoanalysis and clinical social work seem to have more points of convergence than was true previously despite the fact that psychoanalysts rarely acknowledge social workers’ contributions.” “There is recognition that the therapist’s insistence on a rigid treatment structure may make it hard for certain patients to stay engaged in treatment and that greater flexibility and individualization is important in our work.” “Techniques have expanded beyond interpretation, which is not suited to work with many patients particularly early in the treatment process and which may be experienced as assaultive and go beyond what patients are able to assimilate.” “It is a rare occasion if a psychoanalyst ever acknowledges social work’s contributions in publications or presentations and there continues to be greater status afforded to psychoanalysts than to social workers.” Who are Social Workers Today? “There is a fourth question that must be raised in thinking about the nature of social workers’ impact on psychoanalytic practice.” “Will greater cultural and other types of diversity among social workers inevitably influence the ways in which they practice psychoanalytic psychotherapy?” “Social work is largely a woman’s profession and social work students increasingly come from diverse socioeconomic and cultural backgrounds.” “Although it is not clear that those social workers who seek admission to psychoanalytic institutes will reflect the full extent of this diversity, it is difficult to imagine that the social work psychoanalysts of tomorrow will not represent greater diversity than previously.” “It is tempting to speculate about the impact of the diversity of gender, sexual identity, multi-culturalism, and life experience on the nature of psychoanalytic practice as social workers have a greater impact.” Will There be a Strong Association for Psychoanalysis in Clinical Social Work? “A fifth and final set of questions that it is important to ask is whether clinical social workers/psychoanalysts will continue to support the National Membership Committee on Psychoanalysis in Social Work, which has been a strong and vibrant organization for clinical social workers who are interested in contemporary psychoanalysis?” “Will the Organization continue to encourage members to celebrate and balance their dual identity and support them in having an impact on the wider social work and psychoanalytic practice communities.” “Articulating the mission of the organization in ways that reflect clinical social work’s core identity and its integration with psychoanalysis.”

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What will Psychoanalytic Practice Look Like in the Future? “Although it has become fashionable in some psychoanalytic circles to admonish clinicians to be aware of the impact of their values and background on their work with patients and to bring issues of difference (and likeness) into the therapeutic dialogue, it is difficult to change old ways seeing and doing things.” “The treatment relationship provides a space in which there can be validation of aspects of identity that have not been or are not being affirmed by the family and the culture and recognition of the challenges that many patients have had to overcome and the ways in which they have coped with a difficult and sometimes oppressive environment that restricts self-expression.” Conclusion “There are numerous challenges and opportunities ahead with respect to social workers being able to have an impact on the practice of psychoanalysis.” “For those who become social work psychoanalysts, in particular, a pivotal issue is the degree to which they retain their clinical social work identity.” “It is important for them to integrate and balance the diverse aspects of their dual identity, participate in our social work organizations, make scholarly and professional contributions that help to shape psychoanalysis, and work to keep the teaching of contemporary psychoanalytic theories alive in social work education.” [Section 8] “The relationship between social work and psychoanalysis has usually been approached from the perspective of how psychoanalytic thinking has influenced social workers.” “Gordon Hamilton [16], an early proponent of the use of psychodynamic knowledge and a major contributor to the Diagnostic School, wrote that “it was one of the aberrant features of the attempt to carry psychoanalytic principles and techniques into casework that treatment became so preoccupied with the inner life as almost to lose touch with outer reality and the social factors with which social workers were most familiar” (p. 23).” “The relationship between the social work profession and psychoanalytic theory and its associated practices has changed from closeness, if not outright idealization, to distance, if not overt condemnation.” “Social work psychoanalysts will be accepted into the major psychoanalytic training centers and associations and psychoanalytic institutes are courting social workers in large numbers.”

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50 Years and the Future of Agency-Based Clinical Social Work Practice: Introduction to the Special Issue [89] This is a machine-generated summary of: Videka, Lynn; Goldstein, Eda: 50 Years and the Future of Agency-Based Clinical Social Work Practice: Introduction to the Special Issue [89] Published in: Clinical Social Work Journal (2012) Link to original: https://doi.org/10.1007/s10615-012-0396-z Copyright of the summarized publication: Springer Science+Business Media, LLC 2012 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “This special issue is a celebration of the Silver School of Social Work’s 50th Anniversary in 2010–2011.” “The articles in this issue celebrate the School’s distinct reputation for excellence in clinical social work.” “They also celebrate the school’s current mission, which includes knowledge development for social work practice, with an emphasis on urban problems, poverty and social justice, and agency-based practice.” Introduction “Since its inception, the School has focused on social work practice.” “We called for article submissions that focused on clinical social work with clients confronting contemporary urban problems, including struggles with urban issues such as poverty and social justice.” “We gave prospective authors a choice between reviewing the status of a field over the past 50 years or focusing on an aspect of contemporary agency based clinical social work with socially at-risk populations.” “Nearly every article in this issue focuses on the present and future of the field of clinical social work.” “This paper will give an overview of how the field of clinical social work has developed in the past 50 years and the issues it is facing today and in the future.” Clinical Social Work: 1960–2000 “The term clinical social work was not yet coined.” “In social work education, specialties such as community organization ascended in interest.” “Theoretical divisions were rampant in social work.”

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“The early behaviorist intervention books in social work were published by Thomas and Goodman [17], Schwartz and others [18], and Sheldon Rose [19].” “Clinical social work” was not identified as a term or a specialty in social work until 1970s, when books with titles such as The Practice of Clinical Casework (Sackheim [20]) were published.” “During the 1970s medical insurance reimbursement for mental health and addiction services expanded, and social work licensure was established in several states (Dyeson [21]).” “By the 1980s clinical social work had staked a strong claim as one of the largest specialties in the profession of social work.” Fast Forward: 2000 to Present “Tazuko Shibusawa, and Mouchuan Teddy Chen, in “The evolution of community mental health services in Asian American communities,” trace U.S. immigration patterns of Asian populations and American clinical social work and mental health care responses to the needs of these populations over the past 50 years, illustrating the best contemporary cultural responsiveness with a case study of a cutting edge program.” “While social work practice is defined in variable cultural contexts around the world, there is increasing interest in clinical forms of practice and in world mental health services.” “Earlier, Nguyen, Shibusawa and Chen describe contemporary approaches to serving the mental health needs of Asian communities in the U.S. Research based knowledge has had a dramatic impact on today’s clinical social work practice.” “Several papers in this special issue address the influence and challenges of scientific evidence for clinical social work practice today.” Conclusion: Implications for the Future of Clinical Social Work Education “I am an empiricist; Eda while respecting research, was skeptical of what value empiricism has brought to social work practice.” “Although I was educated in the same psychoanalytic tradition that Eda so devotedly upheld, I am a theoretical pluralist; Eda remained devoted to psychoanalysis and its contemporary expressions as the core of clinical social work practice.” “We agreed that the Silver School of Social Work should be educating leaders for the next generation of clinical social work practice, although we differed on just what that means.” “Some of our deliberations and an examination of advanced clinical education in other fields including psychology, nursing and public health, is presented in Jeane Anastas’ and my article, “Does social work need a practice doctorate?”” “Eda stood for strong knowledge in developmental theory and she worried that few schools of social work were delivering this theory today, given the emphasis on eclecticism and generalist practice, which she viewed as lacking intellectual rigor and depth of practice.”

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Mindfulness: The Present Moment in Clinical Social Work [90] This is a machine-generated summary of: Turner, Kielty: Mindfulness: The Present Moment in Clinical Social Work [90] Published in: Clinical Social Work Journal (2008) Link to original: https://doi.org/10.1007/s10615-008-0182-0 Copyright of the summarized publication: Springer Science+Business Media, LLC 2008 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “This paper provides an understanding of the concept of mindfulness as well as the research into the neurological and behavioral benefits of mindfulness skills training.” “Clinical case examples are provided to demonstrate the impact of mindfulness skills training on both clients and on the helping relationship.” Introduction “I explore mindfulness skills training as a tool for clinical social workers to use in that intersubjective weaving process.” “I will introduce the reader to four specific therapeutic protocols in which clinical social workers teach mindfulness skills to their clients.” “The aim of traditional Buddhist mindfulness training to alleviate human suffering is fundamentally compatible with the aim of social work “to enhance human well-being” (National Association of Social Workers [22] p. 1).” “Through the incorporation of mindfulness skills in clinical work, the vulnerable populations that we, as social workers serve would benefit from 2,500-year-old techniques to alleviate suffering.” “That suffering can be relieved as both clinicians and clients develop the skills and qualities that result from incorporating mindfulness into their work.” “I contend that mindfulness training provides clinical social workers with skills to incorporate current neuroscience and attachment research into our every day clinical practice.” What is Mindfulness? “The act of being mindful, open, aware and accepting results in “reperceiving” and improved self-regulation (Shapiro and others [23]).”

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“Siegel stated: In sum, we are proposing that mindfulness involves a form of internal attunement that may harness the social circuits of mirroring and empathy to create a state of neural integration and flexible self-regulation.” “Attention to self and others, self-regulation, attunement and empathy are all therefore interconnected qualities fostered by mindfulness practices.” “We started our session that day the typical way, with Tom saying: “All I can think about is getting high.”” “Aware of Tom’s embarassment, I asked, “How does it feel to tell me about that?”” “By the end of the session that day, Tom’s mindfulness, fostered by the prior sessions, brought about his insight that he had been trying to run away (or die) for the past 20 years.” Mindful Presence in Psychotherapy “Mindful presence in psychotherapy is the result of the mindfulness practice of the clinician rather than of the client.” “Mindfulness skills training builds the clinician’s qualities or skills of attention, affect regulation, attunement and empathy.” “Both clinical social workers and our clients, could benefit from mindfulness skills which have been shown to develop these “core mental processes” and which are also the basis of the therapeutic relationship.” “In the next four sections of this paper I will explore the qualities of attention, affect regulation, attunement and empathy fostered by clinician and client mindfulness skill training.” Attention “In the Buddhist tradition, attention is cultivated through both concentrative (samatha) meditation and through mindfulness (vipassana) meditation practices.” “Longer-term, mindfulness meditative training appeared to allow the emergence of the receptive attentional skills which allow the person to be “readied in the present moment of experience” (Jha and others [24], p. 110).” “Clinicians, through mindfulness practices, can therefore increase their ability to concentrate attention as well as to be receptive to the client in a non-judgmental and accepting manner.” “Mindfulness skills training has been shown to be one such method of directly increasing the ability to sustain attention Bishop and others [25], Morgan and Morgan [26] suggested that a clinician’s mindful presence can be cultivated by both an ongoing meditative practice and by brief (3–5 min) meditations as a transition between clients.” “This kind of mindfulness practice enables the clinician to both focus attention on the present moment of the therapy session and to be receptive to the multitude of awarenesses that arise in each therapy moment.”

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Affect Regulation “Clinical social workers meet all day with suffering clients, resulting in a roller coaster of affective experiences for the clinician.” “Mindful presence in psychotherapy fosters therapeutic skills such as affect regulation in order to provide better therapy.” “The research described in the section of this article on the impact of mindfulness-based psychotherapies, provides validation for the theory that mindfulness skills training does promote healthy affect regulation.” “The mindful clinician develops an attitude of friendly curiosity with her own affective experience in the session in order to tolerate that experience.” “In clinical practice, I am often aware of a decreased duration of negative affect due to mindfulness training.” “Both clinician and client were able to be aware of our affective responses and a renewed therapeutic relationship was forged.” Attunement “Neurobiology research is validating the clinical social work emphasis on the importance of the attuned therapeutic relationship in the change process.” “Cozolino [27] identified the important connection between a clinician’s ability to regulate affect and the ability of the clinician to be attuned with the client.” “Therapist affect regulation and attunement are intertwined and fundamental skills for clinical social work.” “According to Siegel, intrapersonal attunement over time results in changes in interpersonal attunement or affective style.” “Mindfulness practices facilitate this affect regulation for clinicians resulting in the ability to more attuned to ourselves and to our clients.” “Cozolino [27] emphasized the importance of developing a language in which “cognition is blended with affects so that there can be feelings about thoughts and thoughts about feelings” (p. 37).” “Mindful attention of the clinician fosters the clinician’s own affect regulation, attunement and empathy.” Empathy “Therapeutic empathy is fostered by the qualities of attention, affect regulation and attunement of mindfulness.” “Morgan and Morgan [26] referred to “a growing corpus of literature on the use of meditation and mindfulness to cultivate empathy” (p. 82).” “Researchers have begun to explore the potential of mindfulness training in the development of empathy in professionals such as teachers (Tremmel [28]) and medical doctors (Shapiro and others 1998) as well as psychotherapists (Germer [29]).” “Buddhist psychology describes mindfulness and empathy as interrelated and essential elements of enlightenment.”

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“Specific Buddhist teachings address the development of empathy as arising out of “insight into impermanence, mental suffering and the constructed nature of self” (Morgan and Morgan [26], p. 82).” “Empathy is cultivated intentionally through mindfulness training, through an attitude of “loving-kindness” for all beings.” “The following is an example that Morgan and Morgan [26] gave of a meditation which clinicians might choose to use before a session in order to foster clinician empathy.” Mindfulness-based Psychotherapies “Based on a combination of MBSR and cognitive therapy, Mindfulness-Based Cognitive Therapy (MBCT) (Segal and others [30]) was developed as a form of relapse prevention to treat chronically depressed clients.” “Some clients further their own mindfulness practice, through attending yoga and meditation classes as well as additional readings or meditation CDs.” “I conducted a skills-training series based on mindfulness as taught in Dialectical Behavior Therapy (Linehan [31]) with clients in early recovery from chemical dependency.” “Clients who are motivated and committed to change are most likely to benefit from mindfulness or meditative practices (Germer [29]).” “As clients experience benefits from these techniques, I gradually introduce mindful breathing and brief meditation into the therapy sessions.” “It is helpful for clients to be aware that mindfulness practices can and probably will bring into awareness some surprising thoughts, feelings and somatic experiences.” Conclusions “Mindfulness-based psychotherapies provide skills that can improve the lives of our clients.” “A mindfulness practice can help us, as clinical social workers to be more present, accepting and effective in our relationship with our clients.” “Social workers can learn about mindfulness through mindfulness-based psychotherapy skills training workshops as well as through a less structured, personal exploration of mindfulness practices.” “In truth, there is no right way for a client or for a clinician to learn or to practice mindfulness skills.” “Mindfulness skills are just that simple and powerful enough to change the present moment in clinical social work.”

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Use of Simulation Methods in Social Work Research on Clinical Decision-Making [91] This is a machine-generated summary of: Regehr, Cheryl; Birze, Arija: Use of Simulation Methods in Social Work Research on Clinical Decision-Making [91] Published in: Clinical Social Work Journal (2020) Link to original: https://doi.org/10.1007/s10615-020-00778-5 Copyright of the summarized publication: Springer Science+Business Media, LLC, part of Springer Nature 2020 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “While simulation has become an increasingly sophisticated and standardized method of clinical teaching and performance assessment in social work, unlike other clinical and health care fields, it is not generally used in other areas of social work research.” “In the area of professional decision-making, research has demonstrated high variability in the conclusions of not only different professionals encountering the same case, but also in a single professional encountering a case at different times.” “Simulation research methods can address some of these challenges through providing the opportunity to: observe professional decision-making in real time; reflect on the decisional process while reviewing recordings; and compare the approaches of professionals to standardized cases.” “It then describes the manner in which simulation methods have been applied to a specific program of social work research that examines professional decisionmaking in high stakes situations, contributing to clinical practice.” Simulation Research in Clinical and Health Science Fields “Simulation research can be an ideal alternative when ethical concerns or practical constraints otherwise prohibit research on questions of vital concern in actual clinical settings.” “As healthcare relies on the efficacy of teams in the overall system, simulation is also applied in research assessing larger systems in healthcare and the social interaction of individuals working within them.” “Simulation research on the performance and efficiency of inter-professional and multidisciplinary teams has shown that team dynamics, communication, leadership, and decision-making skills have the greatest impact on successful team functioning (Murphy and others [32]), including for crisis resource management

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(Fung and others [33]), and broader improvements in the quality and safety of healthcare (Lamé and Dixon-Woods [34]).” “These examples of simulation at the micro, mezzo and macro levels provide exciting opportunities for social work research that add to the repertoire of methods that can be used to advance knowledge in our field.” Types of Simulation Research “Effectiveness of the educational interventions is often assessed with respect to the level of fidelity of the simulator (particularly using patient simulator mannequins) or simulation scenario, with highly variable findings.” “Internal medicine residents showed greater improvements in medical knowledge after completing a series of deteriorating patient scenarios when the simulations were completed with SPs compared with high-fidelity mannequins.” “The realism of standardized patient encounters is also associated with higher levels of stress as measured by prolonged elevations in salivary alpha-amylase levels when compared to simulations using high fidelity mannequins (Ignacio and others [35]).” “While simulation methods such as high-fidelity patient mannequins may provide physical fidelity, SP methods may provide greater psychological fidelity (Kozlowski and DeShon [36]).” Using High-Fidelity Simulations in a Program of Social Work Research “As social work researchers in the area of trauma, our team has embarked on a series of studies investigating the impact of stress and trauma exposure on workers in a number of fields including paramedics, police officers, firefighters, child welfare workers and mental health professionals (for a review see: Regehr [37]; Regehr and Bober [38]).” “In attempting to address these challenges, our team conducted a series of studies to investigate the impact of stress and trauma on professional decision-making, in each case selecting the model of simulation that would most closely replicate a realistic workplace encounter.” “Similar to previous research, social workers in these two studies reported high levels of exposure to potentially traumatizing events in the workplace, and correspondingly high levels of post-traumatic stress symptoms, relative to others in the general population.” “For social work, and perhaps paradoxically, child welfare workers and mental health social workers levels of traumatic stress symptoms were inversely associated with perceived risk of child abuse and suicide.” Conclusion “While there are a number of overlapping considerations in designing effective simulation-based educational interventions and informative simulation-based research studies, the research context requires additional attention be paid to some elements of rigor (Cheng and others [39–41]; Fey and others [42]; Lamé and Dixon-Woods [34]; Munroe and others [43]).”

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“Assessing performance in a simulated context is comprised of three core considerations including: 1) competencies or objectives that are to be assessed, 2) a method of assessing the defined objectives or competencies, and 3) a simulated scenario that provides the context (Mirza and others [44]; O’Brien and others [45]).” “A number of guidelines or best practices for designing (Benishek and others [46]; Munroe and others [43]), assessing (Boulet and Murray [47]; O’Brien and others [45]), conducting (Bryant and others [48]; Cheng and others [39, 41]), and reporting (Cheng and others [40]) simulation-based research have been developed.” [Section 5] “Social work research has led to increased rigour in the use of simulation in clinical education and practice assessment.” “Unlike other clinical and health care fields where the application of simulation as a research tool is growing, social work has been less engaged in simulation as a research method beyond its application in education.” “This paper reviews the use of simulation research in clinical and health science fields, types of simulation methods used in research, and describes the manner in which simulation methods have been applied to a program of social work research examining professional decision-making in high stakes situations.” “This brief review of simulation research from clinical and health science fields, as well as the summary of findings from our program of social work research are intended to generate research ideas and dialogue that will contribute new knowledge for clinical practice.”

#socialwork: Informal Use of Information and Communication Technology in Social Work [92] This is a machine-generated summary of: Faye Mishna, None; Sanders, Jane; Fantus, Sophia; Fang, Lin; Greenblatt, Andrea; Bogo, Marion; Milne, Betsy: #socialwork: Informal Use of Information and Communication Technology in Social Work [92] Published in: Clinical Social Work Journal (2019) Link to original: https://doi.org/10.1007/s10615-019-00729-9 Copyright of the summarized publication: Springer Science+Business Media, LLC, part of Springer Nature 2019 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from.

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Abstract-Summary “Research is lacking on informal ICT use and its impact on clinical social work.” “The purpose of the current study was to examine social workers’ informal ICT use with clients between sessions as an adjunct to face-to-face practice, and thus contribute to the paucity of literature on this phenomenon.” “Findings indicate that informal ICT use by social workers is ubiquitous and consistent across both countries.” “Many of the social workers were not aware of a workplace policy on informal ICT use and report that they do not talk with either their supervisors or peers about their informal ICT use with clients.” “Given the frequency of informal ICT use within social work practice, significantly more attention is required in research, education and practice.” ICTs in Clinical Practice “ICTs have impacted clinical social work practice in three primary ways (Mishna and others [49]: (1) Formal Online ICTs online communication is the single mode of treatment through formal standalone ICT programs (e.g., e-counseling, telepsychology/psychiatry) that have been extensively researched (Boydell and others [50]; Richards and Viganó [51]). (2) Formal Blended ICTs online exercises are purposefully implemented to replace some face-to-face sessions (van der Vaart and others [52]).” “Previous research and scholarship have indicated the need for additional exploration, research and guidance in social work to address emerging and complex ethical and relational considerations of ICT use (Finn [53]; Kirwan and Guckin [54]; Mishna and others [55]; Perron and others [56]).” “Research is lacking on informal ICT use in social work practice and its impact on the working relationship is relatively unexplored in clinical social work (Fantus and Mishna [57]).” “With the increased use of ICTs in social work, it is important that professionals attend to differential access to ICT resources (Howard and others [58]), based on income, education, rural/urban location, immigration status, age (Haight and others [59]) and an inner-city divide in dense U.S. urban centres (Howard and others [58]).” “If the digital divide in social work practice is adequately understood and addressed, increase in ICT use has the potential to empower clients and challenge economic and social exclusion (Parrott and Madoc-Jones [60]).” Theoretical Approach “Practitioners determine the perceived usefulness by how they suppose that ICTs will enhance their job performance, pertaining to productivity, effectiveness and quality of work.” “Clients determine perceived usefulness by how they suppose ICTs will facilitate and enhance the effectiveness of the service they access and receive (Cranen and others [61]).”

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“The TAM explicates whether the benefits of using ICTs in services including social work outweigh the effort by social workers and clients to use the application.” “With the exponential increase of ICTs, a critical question to explore is whether and how the working relationship is affected by such use in social work practice.” Current Study “We examined the nature and scope of informal ICT use among social workers across Canada and the U.S. A cross-sectional survey design was used to gather information on the frequency, nature and scope of informal ICT use in face-to-face practice.” “Canada and the U.S. were both included in this study for several reasons: (1) similarities in the ubiquity of ICT use that has informed communication, education and scholarship in social work (e.g., Boydell and others [50]); (2) attempts in both countries to address ethical and clinical issues due to ICTs (National Association of Social Workers and the Council on Social Work Education in the U.S., and the Canadian Association of Social Workers); and (3) a lack of research in both Canada and the U.S. on informal ICT use in social work practice.” Methods “Section 3, Informal ICT Use with Clients included six questions on whether and for what purposes social workers used informal ICTs to communicate with clients, as well as any associated difficulties and plans to continue informal use of ICTs with clients.” “Section 4, Boundaries comprised seven questions related to informal ICT interactions between social workers and clients outside of formal work hours, online searching and client “friending” requests through social media.” “Examples of questions include: “have you discussed with your supervisor and/ or colleagues the informal contact you have had with clients through e-mail, text/ instant messaging and/or social media? (Please share any relevant details): yes, but only with my supervisor, yes, but only with my colleagues, yes, with both supervisor and colleagues, no, not applicable, other”; and “is there a policy related to e-mail, text/instant messaging or social media use with clients between regular face-to-face service at your workplace?” Results “Our findings reveal the pervasive nature of informal ICT use; 78.1% (n = 2034) of Canadian social workers who participated and 79.6% (n = 975) of U.S. social workers who participated informally use ICTs to interact with clients, whereby the primary treatment mode is face-to-face.” “Working with certain age groups was significantly related to informal ICT use with clients among both Canadian and U.S. participants, although not consistently.” “Both client and social worker (63.8% [n = 1282] Canadian, 71.8% [n = 695] U.S.) initiated ICT use.”

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“While only a small proportion of social workers reported having difficulties with informal ICT use with clients [10.2% (n = 250) Canadian, 7.8% (n = 91) U.S.], less than half of these stated that these difficulties had been resolved [55.9% (n = 138) Canadian, 60.4% (n = 55) U.S.].” Discussion “Over 50% of social workers had interacted with clients outside of formal work hours and close to 40% had not discussed their informal ICT use with either supervisors or peers.” “Further research is required to understand the reasons social workers are not discussing their informal ICT use and to examine the impact of clients’ increased access to social workers (i.e., outside of formal work hours).” “Social workers and organizations should consider how they will manage informal use of ICT communication with clients, explicitly examine boundaries and develop strategies to discuss expectations early on in the therapeutic relationship (Mishna and others [62]).” “Consistent with social work practice generally, practitioners will continually use professional judgement and consider ethical implications in their informal ICT use with clients, requiring both policy and clinical supervision to navigate interactions and the implications for their work.” Conclusion “Informal ICT use is pervasive across social work practice in both Canada and the U.S. Both practitioners and clients initiate ICT contact and the overwhelming majority of social workers report that they intend to continue to utilize informal ICT.” “Social workers require knowledge and skills relevant to the use of ICTs in practice particularly to maximize the benefits and minimize the challenges.” “Given the frequency of informal ICT use within social work practice, significantly more consideration is required in research, education and practice.” [Section 8] “Information and communication technologies (ICTs) have led to transformative changes across professional fields of practice including social work (Lewis and others [63]).” “Building on our previous work (Mishna and others [49, 55, 62]), the purpose of the current study was to empirically study social workers’ informal use of ICTs with clients between sessions as an adjunct to face-to-face practice, and thus increase understanding of this phenomenon.”

COVID-19 and Beyond: A Prototype for Remote/Virtual Social Work …

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COVID-19 and Beyond: A Prototype for Remote/Virtual Social Work Field Placement [93] This is a machine-generated summary of: Mitchell, Barbara; Sarfati, David; Stewart, Melissa: COVID-19 and Beyond: A Prototype for Remote/Virtual Social Work Field Placement [93] Published in: Clinical Social Work Journal (2021) Link to original: https://doi.org/10.1007/s10615-021-00788-x Copyright of the summarized publication: The Author(s), under exclusive licence to Springer Science+Business Media, LLC part of Springer Nature 2021 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “The COVID-19 pandemic necessitated an abrupt conclusion of field placement for social work interns at a comprehensive cancer center.” “In response to social distancing requirements, social workers, but not interns, were granted access to work remotely.” “Virtual programming became necessary to meet the interns’ remaining educational requirements and provided an opportunity for proper termination from the program.” “This article will delineate the program redesign for oncology social work interns using remote/virtual modalities.” “Issues of individual and group supervision will be explored, with sensitivity to the parallel experience of existential uncertainty and mortality awareness among the interns in the context of the pandemic.” “This creative adaptation of field education provides an innovative programming model that can be used to enhance the experience for social work interns moving forward in various healthcare settings during ordinary or extraordinary circumstances.” Methods “In order to provide virtual clinical experiences for interns, patient scenarios were carefully selected to highlight CSWE core competencies, specifically engaging, assessing and intervening with individuals, families, groups, organizations, and communities (CSWE [64]).” “Prior to the role-playing session, supervisors provide interns with a review of the social worker’s role, articles related to the educational objectives in advance, the patient’s history of presenting illness, some biopsychosocial details, and reason for the referral.”

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“The supervisor provides the intern with guidance related to asking questions that unpack what the patient understands about their disease or other concerns, framing how to inquire about challenging and perhaps intimate topics, interpreting silences and using silence (Hill and others [65]), and determining possible responses during the clinical encounter.” “This adjustment to the existing program provided interns with the opportunity to develop skills necessary to conduct meaningful clinical work without direct patient contact.” Conclusion “Virtual programming became necessary to meet the interns’ remaining educational requirements through a patient-less learning experience.” “This change provided an opportunity for enhanced learning and proper termination from the program.” “This remote/virtual adaptation to the internship serves as a prototype for future programs that aim to include innovative strategies to meet the diverse learning needs of individual students and enrich clinical supervision that could be used in a broad range of healthcare settings.” [Section 3] “In early spring of 2020, the COVID-19 virus swept through New York City and necessitated an abrupt conclusion of field placement for social work interns at a major cancer center.” “Due to concerns about privacy and security of personal health information in a non-clinical setting (Department of Health and Human Services [66]), social work interns at this cancer center were not granted the same remote access as staff to view electronic medical records from their personal desktops.” “The educational program for interns could have been completed early; however, it was decided to provide clinical education and supervision in a modified virtual/remote capacity.” “When the pandemic hit the city, in-person field placement was suspended by the educational institutions, and within the hospital the transition to remote patient work began.”

Participation in Social Work Membership Organizations: Opportunities and Challenges in a Changing Society [94] This is a machine-generated summary of: Davis, Tim; Radohl, Tami; Humphrey, Kristen; Benorden, Matthew: Participation in Social Work Membership Organizations: Opportunities and Challenges in a Changing Society [94] Published in: Journal of Policy Practice and Research (2020) Link to original: https://doi.org/10.1007/s42972-020-00015-w Copyright of the summarized publication: Springer Nature Switzerland AG 2020 All rights reserved.

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If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Professional membership organizations provide a wide range of services to and on behalf of the members of the profession.” “These services benefit the entire profession, increasingly smaller numbers of professionals are joining and maintaining their membership in the organization.” “A state chapter of a national social work organization in the Midwest commissioned a study to explore member satisfaction, understand why members join and/ or stay with the organization, and utilize this information in chapter development activities.” “Members shared concerns around lack of communication and recent changes in the national organization.” “Members are generally satisfied with the organization and valued the connection to the profession as well as the work the organization does on behalf of social workers; however, the authors challenge that we, as a profession, can do more to be inclusive and strengthen diversity within professional memberships overall.” “These include advocacy for clients and the social work profession, guidance for members regarding how to get involved, and the importance of connecting with peers and colleagues face-to-face.” Introduction “Within the National Association of Social Workers (NASW), social work’s primary professional membership organization, membership retention rates have been declining since 2005 (McKinleyAdvisors, [67]).” “Whether through lobbying, community education, organizing, or other political activities, social work membership organizations promote the profession and advocate not only for our service participants, but also social work professionals.” “Given social work’s foundation and emphasis in social justice and advocacy, the authors argue that social work membership organizations are vital to the profession’s call to enhance the effective functioning and well-being of individuals, families, and communities (NASW [68]).” “Board members and staff wanted to know: (1) Who were our members? (2) Why were professionals discontinuing membership? (3) What can the organization do to minimize future departures? (4) What can the organization do to add value for its membership and the larger social work community? (5) How can we be more inclusive of diverse social workers in our chapters?” Review of Related Literature “As with all membership organizations, the strength of the organization and scope of its activities and influence are largely dependent on recruiting and retaining members.”

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“In a NASW-sponsored membership survey in 2014, when asked why members joined NASW, 68% indicated a desire to support their profession, 69% reported wanting to stay current, and 62% joined as a student (Malai [69]).” “Membership organizations should pay attention to the reason members join, elect to leave, and why members stay in the organization in order to focus efforts on retention and inclusion.” “Results indicated that 37% did not see value in staying as a member; 45% found memberships too costly; 35% did not find a community of peers; and 31% felt the organization lacked technological savvy Soundararajan [70].” Methods of the Study “The purpose of the study was to explore themes of member satisfaction, understand themes for why members join and/or stay with the organization, and utilize this information in chapter development activities.” “After survey research was conducted with the approval of the Institutional Review Board of a major university located in the chapter’s state to assure anonymity and participant protection, an online survey was distributed via email to all active members of a Midwest chapter of NASW.” “The survey instrument was designed by investigators to collect information related to member demographics, social work practice experience, member participation history, knowledge of chapter activities, and satisfaction with member services.” “The Executive Director created an email to all members and distributed the survey on two different occasions approximately 3 weeks apart from one another.” “If any questions arose regarding the survey, members were given the email addresses of the investigators to facilitate contact.” Findings “Eighty-seven percent of participants reported some or full understanding of NASW’s role in advocacy and legislation, and 89% reported the same for the local chapter’s role in advocacy and legislation.” “Of the 83 respondents who answered open-ended questions about membership (n = 115), 41% identified the desire to be informed about emerging social work issues, 22% referenced professional identity as important to membership, 18% identified continuing education opportunities as a membership draw, 17% specified aspects related to the local chapter, 14% mentioned aspects related to legislation, and 13% identified access to professional liability insurance.” “At the end of the survey, researchers explored why members continued to stay with NASW and the local chapter.” “Of those who answered, 46% cited the importance of professional identity; 22% identified access to information important to the social work field and 22% reported renewing to retain liability insurance; 13% identified access to continuing education opportunities; and 11% specified their involvement with the local chapter.”

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Discussion “Results of this study suggest that members do find value and satisfaction in their membership organization, but there are many factors that, if not addressed, may contribute to continued declines in membership.” “With increased demands for transparency nationwide, especially within the millennial generation, associations might also review what information they are sharing and how they are sharing it so that members feel wholly connected to the organization (Hershatter and Epstein [71]).” “In line with social work values and prior research by NASW in 2014, the importance of association advocacy was highlighted by participants in this study.” “To address these concerns, associations and local chapters could combine social activities with legislative awareness events, political meet-and-greets, networking, and more to engage members directly in advocacy, help connect members with events or issues important to them, and offer members opportunities to be directly involved in the political process should they choose.” Limitations of the Study “This rate of response may reduce the ability to generalize the results, as T tests indicate that there are differences between the survey respondents and the full membership.” “In hindsight, study authors did not place emphasis on issues related to privilege and exclusion of those who are non-Caucasian.” “Voices in this study were primarily white and female.” Conclusion “Social workers reported membership with NASW because they wanted to be connected to a professional organization that offered unity, support, and advocacy for all.” “Members were taught that, through social work values and ethics, one joined to show their dedication to the profession.” “With social work’s core values focused on the value of human relationships, we must consider ways to look inward and apply our principles to connecting our own for unity, diversity, inclusion, advocacy, and support.” “Surveys building on this study might further aid associations in determining what members value and how they might feel more connected to the organization overall.” “As evidenced by this study, among others, members do understand value if they are engaged with association activities.”

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Field Practice, Emerging Technologies, and Human Rights: The Emergence of Tech Social Workers [95] This is a machine-generated summary of: Mathiyazhagan, Siva: Field Practice, Emerging Technologies, and Human Rights: the Emergence of Tech Social Workers [95] Published in: Journal of Human Rights and Social Work (2021) Link to original: https://doi.org/10.1007/s41134-021-00190-0 Copyright of the summarized publication: The Author(s), under exclusive licence to Springer Nature Switzerland AG 2021 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “The digital divide and online polarizations perpetuate power and privilege within and outside of social work practice.” “This paper has been prepared based on my last decade of transnational social work practice experience and fieldwork supervision.” “There is an emerging need for tech social work practices in all fields of social work.” “This paper discusses the challenges and opportunities for tech social work in the field and explores a possible model for tech social work practice to support safe and inclusive communities on and offline to promote human rights.” Introduction “As a professional social worker from a marginalized indigenous community in India, embracing and advocating for human rights and social justice in my personal life, social work practice, and field instruction, I have observed emerging trends in social work practice.” “As a field instructor, I am always thinking and reflecting with my students on the future of social work practice, research, and education for human rights and social justice with emerging technologies like artificial intelligence (AI).” “This article explores the potential scope for budding social workers’ engagement with emerging technologies to prevent potential human rights issues such as bias, harm, and digital divide and promote community participation, safety, and inclusion.” “Social workers’ training in the field prepares social work students to ethically address human rights issues in technology and promote a tech social work model for future practices.”

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Emerging Technology and Social Work “Digital technologies increase social workers’ consciousness around well-equipped skills and competencies for contemporary social work practice (Kirwan [72]).” “In the digital era, e-social work is emerging as a new specialization with the adaptation of innovations and new methods for social work practice (López Peláez & Marcuello-Servós, [73]).” “There have been several case studies highlighting the use of digital tools in social work education, diagnosis, intervention, and evaluation (Goldkind and others, [74]).” “There has been an ongoing debate around the ethical use of technology in social work practice.” “There has not been much discussion on social work in emerging technologies.” “Preparing social work students to work with technologies and technologists can become an essential part of social work education and practice to accelerate the human rights agenda.” Human Rights and Technology “As social work practitioner, I am committed to practicing the following three roles in ensuring human rights in the technological space to move the human rights agenda forward: (a) expanding access to the internet and technology for all as a fundamental human right; (b) ensuring safe, inclusive, and participative technologies for all by engaging marginalized populations; and (c) educating and advocating for policy changes to ensure digital human rights for all.” “While access to the internet and technologies has drastically increased over the years as part of market expansion, critical questions remain around personal data safety and diversity, inclusion, and marginalized peoples’ participation in the development, deployment, and use of the technologies.” “Preparing budding social workers to combat the abovementioned human rights issues in technologies must become an essential part of social work and human rights education.” Identity and Human Rights “Race and caste are two distinct visible and invisible social and psychological constructions of identities that are vulnerable to human rights violations (Ambedkar, [75]; Cháirez-Garza & Ambedkar, [76]).” “Race is one social identity that is often subject to visible and invisible structural oppression and human rights violations.” “These unexplored social identities often cause human rights issues in the field.” “The preparation of social work students in the field education requires three layers to address human rights challenges: (a) constant reflection on identity and structural inequalities; (b) adaptation of innovative technological tools in social work practice; and (c) social work ethical contributions to emerging technologies.” “This type of holistic approach in preparing social students in the field potentially addresses inequalities and amplifies human rights voices in the digital space.”

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Transnational Social Work Practice “For the past decade, I have served as founder-director of TYCL, a youth-led organization based in India and the USA working to create safe and inclusive spaces for, by, and with young people.” “TYCL is not only working with young people and their families and communities, but also working with social workers and technologists from different parts of the world to create safe and inclusive spaces for young people online.” “My affiliation with social work schools like the Department of Social Work, Pondicherry University in India, and Columbia School of Social Work in the USA has expanded my theoretical knowledge and supported my exploration of the need for triangulated collaboration between youth-led community organizations, social work schools, and tech companies to ensure no one is victimized or criminalized online and to promote safe and inclusive technologies through a social work lens beyond borders.” Fieldwork and Emerging Technologies “TYCL actively works with social work students in online user research; collaborates with technologists to develop mobile applications and websites; and explores the capacities of technologies to track youth suicidal expressions on social media and prevent cybercrime against children.” “In our application development process, social work students engage in online media analysis, collect secondary data from government departments, and critically analyze data diversity and inclusion in the mobile application development process.” “TYCL will engage social work students in decoding and annotating youth and children’s online expressions (words, emojis, audio, video, symbols, and web content in local/mixed languages and slang words) with the support of community experts to understand young people language and expressions (Patton and others, [77, 78]) to develop appropriate tech support for issues like violence prevention, online grooming, and cyberbullying.” “Social work students will work closely with TYCL’s tech partners and technologists to develop social media plugins to detect youth suicide expressions and support young people online.” Challenges in the Field “As a youth-led organization with limited resources, there are several challenges for the organization as well as for the social work students in adopting and practicing social work with emerging technologies.” “This requires a high investment of the organization’s time and knowledge to induct the students, but due to limited time, it is not always possible to harvest the maximum fruits of the students’ social work skills and abilities in the emerging technology space.” “Some students are more advanced and are willing to do more tech work, but due to resource constraints, there may be limited tech tools available to advance their practices in the organization.”

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“All these challenges have to be addressed and social work practice has to take place within 24–28 fieldwork days in a semester in India.” “In the ongoing modernization of the social work field education curriculum, sufficient time and resources need to be allocated to prepare students for modern tech social work practice.” The Future of Tech Social Workers “Tech social work also emphasizes effectively using technological tools in the process of social work education, training, research, practice, and interventions to promote equity, diversity, human rights, community participation, and social justice with indigenous knowledge and interdisciplinary theories.” “Social work students add value to the tech world by sharing ethical standards of practice for fairer and more just technologies to ensure human rights on digital platforms.” “Social work schools around the world must incorporate emerging media and technology in the social work curriculum to equip social work students to ensure human rights and social justice in online and tech spaces.” “I envision two possible models of tech social works: Technology-based social work services and practices online and offline and Development and deployment of appropriate technologies for the further expansion of safe and inclusive communities online and offline to upload human rights.” Conclusion “There is great potential for social work schools in the USA, India, and globally to expand their coursework available and create specialized tracks in human rights, emerging technology, and media.” “Fieldwork agencies like TYCL are keen to train social work students to practice with emerging technologies through a human rights lens to bring community participation, cultural context, and language inclusion into the tech tools.” “When access to the internet and digital tools becomes a basic right of the people, understanding how caste, oppression, race, power, and privilege (CORPP) impact the technology sector and socio-cultural contexts can add value to human rights- and social justice-driven tech social work practice.” “This unique integrated approach creates an opportunity for tech social work model and specialization within social work education, practice, and research to support safe and inclusive communities online and offline to promote human rights.”

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Relational Dimensions of Virtual Social Work Education: Mentoring Faculty in a Web-Based Learning Environment [96] This is a machine-generated summary of: Smith, Wendy B.: Relational Dimensions of Virtual Social Work Education: Mentoring Faculty in a Web-Based Learning Environment [96] Published in: Clinical Social Work Journal (2014) Link to original: https://doi.org/10.1007/s10615-014-0510-5 Copyright of the summarized publication: Springer Science+Business Media New York 2014 All rights reserved. If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “The increasing use of cyber technologies in graduate social work education mirrors the exponential growth of virtual educational strategies in education across fields.” “The social work emphasis on person-in-environment has led to intense questioning within the field regarding the impact of the virtual environment on teacherstudent interactions and relationships in professional knowledge acquisition and development of practice skills.” “While some theorizing of faculty-student relationships in online education exists in the literature, there has as yet been little integration of a dynamic relational perspective, nor much attention to effects of the virtual environment on those who teach.” Introduction “In traditional settings of post-secondary education, students meet in person with instructors to learn something about which the instructor has greater knowledge.” “In online programs that offer live class sessions students meet face-to-face in a virtual classroom with their instructors.” “The sharing and creation of knowledge arises from and is a property of the participants, but because contextual factors are also influential, faculty teaching in virtual contexts may encounter challenges that differ from those of teaching on the ground.” “This paper describes experiences in providing instructional support and mentoring to faculty teaching academic classes in a virtual MSW program at a research university, with particular attention to interpersonal dimensions of these experiences.”

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The Virtual MSW “A large research university opened the virtual doors of its web-based MSW program with 80 students and faculty borrowed from its on ground program.” “These weekly sessions provide the content and/or applied experiences that are offered in weekly on-ground classes.” “The weekly live session is where students and their instructors meet to integrate and reflect on lessons learned from reading, from asynchronous materials, and from field experiences.” “Following an introductory virtual field experience, students’ field internships occur in their home communities, where field instruction is provided on the ground by local field instructors and preceptors.” Faculty Development in the Virtual MSW Program “Instructional excellence, an objective of every institution of learning, depends upon the knowledge, motivation, and teaching skills of faculty members.” “To address these needs, the school created an “office” of faculty development, charged with the responsibility of enabling and supporting faculty to provide high quality instruction to our students and increasing faculty satisfaction in the teaching role.” “Our faculty development initiatives were strongly influenced by the awareness of the centrality of face-to-face (and voice-to-voice) interactions, and the knowledge that the sense of community is relationally maintained and activated by virtual interactions (Flynn and others [79]).” “The faculty development approach rests on three interacting dimensions: the individual (faculty member knowledge and expertise, teaching experience and style, professional/academic goals); the curricular, pedagogical, and instructional aims and needs of the school; and the community and culture of the VAC as a part of the school and the university.” Mentoring in Faculty Development “Mentoring in education is a widely used approach for learning and developing teaching practice among new teachers, and is described as both a process and a relationship (Edwards-Groves [80]).” “The mentoring described in this paper was designed to provide instructional support, through teaching, advising, and guidance, in the context of a one-to-one relationship that would also mitigate the social isolation that can be experienced in online programs.” “At the core of the mentoring relationship is the bond that forms between the mentor and the mentee; if things go well, the mentor can serve as a secure base as the new instructor experiments with teaching strategies and a new identity (Banerjee [81]).” “Mentor and mentee co-create a narrative around the development of the teaching self that is specific to the individual faculty member, incorporating values and attributes of the school community at the same time.”

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Technology and Student Communications “While the VAC platform imposes constraints (absence of physical proximity and its benefits; view of student and instructor limited essentially to a headshot; much shorter live class time), it confers some possibilities not available on campus.” “Recording of class sessions for later viewing by students, instructors, and faculty development staff can be a boon to students who are ill or miss a class for other reasons, or when there is confusion over what was said during class.” “Class observation and feedback for on ground instructors requires real time appointments and physical availability of the observer.” “VAC students complete both mid-semester and final evaluations online and the feedback rapidly becomes available to instructors and faculty development staff.” Teaching is Dynamic and Relational “Even when the teacher is the author of a book the student is reading, and therefore not physically present, an implicit background relationship exists.” “Teachers can teach only when there are students, either currently before them or present in mind as they create learning materials or write books.” “All parties bring expectations, knowledge, attitudes, fears, and history to each encounter, but the teacher bears the primary responsibility for setting and “holding” the frame within which the learning encounter takes place.” “The role of all instructors reaches beyond instruction per se, influencing the extent and nature of the sense of connectedness that students feel in the learning environment, but in web-based environments this influence is even more powerful (Flynn and others 79).” The Teaching Self “The teaching identity is an interpersonally constructed identity that develops over time, and is comprised of the internal representation of self as a teacher together with the perceptions of others (students, colleagues, administration).” “It may not at first be obvious to instructors that teaching is a new arena for self-expression and development, nor is it always clear at the outset how valuable a part of themselves the teaching identity will come to be.” “Experience plays an important role in the level of skills and comfort in the virtual learning environment, with some instructors finding the transition from practice roles to the teaching role most challenging, others feeling the impact of interaction that is only virtual for the first time, and still others adjusting to the educational and social culture of an online program that is new to them.” Learning is Intersubjective “One-time mentoring can be valuable, particularly for new instructors with questions about the school and first-time teaching, but may also be the beginning of a longer process.” “The mentoring relationship is specific to the dyad, and may develop over time if the first meeting is felt to be extremely useful, if the instructor feels a need, or if teaching performance indicates that instructional difficulties are continuing.”

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“An instructor who had taught first year practice in the on-ground program was assigned the same class for his first time teaching in the VAC, and received poor evaluations, as he had at times in campus-based classes.” “This discussion, the product of a mutually respectful mentoring relationship in which he could feel free to recognize his disappointment, led to his decision to teach in a training program centered on the therapeutic approach he most valued rather than continue in a school of social work.” Mentoring the Virtual Instructor “On the ground, instructors and students have the benefit of nonverbal cues, only some of which (eye contact, smiling) are possible in the virtual classroom.” “This is another dimension that presents dangers and opportunities as the background that the instructor constructs communicates directly to the students, shaping their view of the teacher and of the academic world.” “The interaction occurred as students reported on their projects, during which the instructor responded brusquely to this student in comparison to her more validating responses to others in the class.” “In the virtual classroom, all students appear onscreen with their classmates and instructor.” “The added focus on facial and tonal expression in the virtual space affects instructors as well; they are distressed by students whose faces cannot be fully seen, due to clothing, lighting, or positioning of the webcam.” The Role of Arousal “An instructor contacted the office of student affairs and his lead instructor regarding a disturbing situation in his first year practice class.” “In a similar situation on the ground, the instructor or a classmate could have followed the fleeing student to offer support and assistance in returning to class.” “The instructor’s discomfort with his inability to manage the powerful affects that had erupted in the moment, and his anxiety about how the two students and the class would go forward, led him to request assistance in facilitating a meeting with the student who left.” “The instructor role presented an avenue to resolution because it defined his actual task: to frame the disturbing encounter as a learning opportunity, an in vivo example of what can happen with clients in the field when powerful emotions threaten the connection between worker (student) and client.” Identity and Self-Disclosure “New instructors in the VAC (and on the ground) frequently disclose their firsttime status, consciously or unconsciously, to their students.” “Instructors may undermine themselves by an early representation of self as new and lacking knowledge, and spend most of a semester trying to reconstruct a more knowledgeable teaching self.” “Instructors may offer their personal experience to illustrate concepts or issues in the content of a course.”

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“Some students welcome such disclosures, however, comments in evaluations point to the ways these disclosures can interfere with an open learning environment by implicitly suggesting that the instructor’s experience must be privileged and that he/she be protected from the freer discussion that can occur when the case or client is anonymous.” The Primacy of Relationship in Learning Environments “Optimal learning occurs through interpersonal connections between teacher and student, and between mentor and mentee.” “These analyses focus on the relationship between a student and the learning environment or subject, but treat the experience as one that emanates from or is more bounded by the individual.” “Learning takes place in a relational context even when there is no physical proximity of student and teacher.” “When not actually together, teachers and students in all environments are nevertheless present for one another in mind.” “Those representations and the connections between teacher and student (or between mentor and mentee) have been mutually created through many moments of contact and between contacts, and will have a determinative effect on what is learned, how it is learned, and how it is valued and carried forward.” Implications for Online Social Work Education “This paper describes some of the challenges presented by online social work education, focusing on a unique relationship-based instructional support approach to assisting faculty as they teach in the virtual classroom.” “Because online education in social work is a relatively recent development, many faculty are new to the virtual teaching environment, and need assistance and support as they develop comfort, web-based skills, and confidence.” “An organized program of support and mentoring, such as the one described above, can address both of these areas of need, providing connection and the beginnings of community building as well as developmental instructional support in the virtual learning environment.”

Clinical Social Work in a Digital Environment: Ethical and Risk-Management Challenges [97] This is a machine-generated summary of: Reamer, Frederic G.: Clinical Social Work in a Digital Environment: Ethical and Risk-Management Challenges [97] Published in: Clinical Social Work Journal (2014) Link to original: https://doi.org/10.1007/s10615-014-0495-0 Copyright of the summarized publication: Springer Science+Business Media New York 2014 All rights reserved.

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If you want to cite the papers, please refer to the original. For technical reasons we could not place the page where the original quote is coming from. Abstract-Summary “Clinical social workers’ use of digital and other technology to provide distance counseling services is proliferating.” “The principal purpose of this article is to identify pertinent ethical and ethically-related risk-management issues that clinical social workers need to consider if they contemplate using this technology to assist people in need.” “The author addresses compelling ethical issues concerning (1) social workers’ use of digital technology to communicate with clients in relatively new ways, and (2) whether social workers’ use of digital technology alters the fundamental nature of the therapeutic relationship and clinicians’ ability to provide clients with a truly therapeutic environment.” The Contours of Digital and Distance Clinical Social Work “It is essential that clinical social workers address these issues, and adhere to current and emerging standards, to enhance protection of clients and minimize the likelihood of ethics-related litigation and licensing board complaints alleging, for example, failure to protect clients from harm associated with distance counseling, obtain proper informed consent, protect clients’ confidentiality, document services, and be available when needed.” “To practice ethically, clinical social workers who use digital and other technology to provide distance services—such as the social worker in Case A who used online chat to provide crisis services to Mr. K. and the social worker in Case B who used videoconferencing to counsel Ms. G. after she dropped out of college—must seek training and continuing education focused explicitly on the use of distance counseling technology, including developing protocols for screening potential clients, obtaining clients’ informed consent, assessing clients’ clinical needs, maintaining confidentiality, implementing distance interventions and services, maintaining clear boundaries, managing documentation and client records, and terminating services.” Conclusion “Most contemporary social workers completed their formal education and entered the profession before currently available technology was invented, at a time when clinical relationships were limited to ongoing face-to-face meetings and the inperson development of a therapeutic alliance.” “Even social workers who maintain traditional office-based clinical practices have the option to interact with clients outside the office using video counseling technology, email, text messaging, and avatars.”

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“Contemporary clinical social workers must make thoughtful decisions about whether and to what extent they will incorporate digital and other electronic technology into their professional lives.” “Clinical social workers should keep in mind that this is a rapidly developing aspect of professional practice, one in which ethical and risk management standards will continue to evolve.” [Section 3] “Clinical social workers must consider whether social workers’ use of digital technology and distance counseling services alters the fundamental nature of the therapeutic relationship, which has traditionally entailed opportunities to develop a rich therapeutic alliance with a client in the context of ongoing face-to-face meetings (Cooper and Lesser [82]; Reamer [83]).” “This is essential if social workers are to protect clients from harm and prevent lawsuits and licensing board complaints associated with their use of digital technology and provision of distance counseling services.” “Many clinical social workers celebrate their ability to enhance clients’ access to services using digital and other distance counseling tools and believe they can do so in a way that honors and adheres to prevailing ethical standards in social work (Dowling and Rickwood [84]; Mattison [85]).”

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