Carrington, S., & Driskell, J. (2021). Telemental health through a racial justice and health equity lens. SSRN. http://dx.doi.org/10.2139/ssrn.3960052
Abstract
Telehealth has become an increasingly popular method of delivery of health-related services. Under the umbrella of telehealth lies telemental health (TMH). Although this type of modality has been around for quite some time, it was not until the arrival of Covid-19 during 2020-2021 that the United States healthcare system began to fully accept, embrace, and implement TMH. Due to public health restrictions related to Covid-19, in person therapy and other social services were prohibited (or restricted) thus relying on TMH. This article discusses the link between a racial justice lens, minority stress theory, health equity and identifies barriers/challenges in telemental health that do not reflect equity in health for racial minorities including Black, Indigenous, Hispanic, and Latinx communities, and all communities of color.
Johnson, L., Slayter, E., & Simmons, L. (2021). On equity-minded practice as a framework for social workers. The New Social Worker Online. https://www.socialworker.com/feature-articles/practice/equity-minded-practice-framework-social-workers/
Johnson, L., Slayter, E., & Simmons, L. (2021, September 26). On equity-minded practice as a framework for social workers. SocialWorker.com. https://www.socialworker.com/feature-articles/practice/equity-minded-practice-framework-social-workers/
Johnson, L., Singh, R., & Slayter, E. (2021). Disability social work: Bridging critical cultural competence, intersectionality and anti-oppressive practice. NASW-MA Focus.
Davis, A., & Mirick, R.G. (2021). COVID-19 and social work field education: A descriptive study of students’ experiences. Journal of Social Work Education, 57(1), 120-136.
Abstract
In March 2020, the federal government declared a national emergency due to the COVID-19 pandemic. In accordance with public health guidelines, social work programs rapidly decided whether students could continue, modify, or suspend their field placements. The current study (N = 1,522) describes these events from the perspective of Bachelor of Social Work (n = 632) and Master of Social Work students (n = 890). Data were collected through a nationwide survey administered in March and early April 2020. The findings include students' experiences with remote service delivery and abrupt terminations, and their insight into the role of social work in an unprecedented crisis. Implications for social work education include the need for contingency and continuity planning, and the importance of emotionally supporting students.
Davis, A., & Mirick, R.G. (2021). Microaggressions in social work education: Learning from BSW students’ experiences. Journal of Social Work Education. DOI: 10.1080/10437797.2021.1885542
Abstract
This survey of BSW students (N=909) reports on their experiences with microaggressions in their social work education. About one third (31.8%) of participants reported experiencing a microaggression committed by a social work faculty member. A relationship was found between experiencing a microaggression and participants' social identities, specifically gender, gender identity, sexual orientation, socioeconomic status, disability or ability, and region of the United States where they were raised. Qualitative data describing the microaggressions revealed 6 themes about the instructor's behavior: devalues, discriminates, or stereotypes; only accepts some viewpoints and shuts down diverse perspectives; makes assumptions about the student's background; uses the instructor's position to further an agenda or opinion or fails to intervene; refuses to acknowledge diverse identities in the classroom; and omits curricular content on some social identities. Implications for social work education and recommendations to prevent, reduce, and address microaggressions in social work education are identified and discussed.
Mirick, R.G., & Davis, A. (2021). Supporting social work students during the COVID-19 pandemic. Journal of Teaching in Social Work, 41(5), 484-504.
Abstract
In March 2020, a national emergency was declared due to the COVID-19 pandemic. In accordance with public health guidelines, social work programs rapidly responded by moving their courses online and modifying or ending field placements. The current study (N = 1, 522) describes these responses from the perspective of BSW (n = 632) and MSW (n = 890) students who were enrolled in field placements. Data were collected through a nationwide survey administered in the month after the national emergency was declared. The findings focus on students' increased needs during this time period, as well as their perceptions of programmatic responses to the pandemic. Participants described the ways in which their programs offered academic and personal support, and the areas in which they wished programs provided more help. Implications for social work education include the need for strong outreach and communication, emotional support of students, and adjustments to programmatic requirements in response to a crisis.
Mirick, R.G., & Davis, A. (2021). Microaggressions in social work classrooms: Recognition and response by BSW bystanders. Journal of Teaching in Social Work, 41(3).
Abstract
The social work profession is grounded in social justice, and yet, social work education can perpetuate dynamics of oppression and privilege present in the larger society. As a result, students may experience microaggressions during their training. In this national survey of BSW students (N = 795), 24.9% witnessed a microaggression by a social work instructor. Students who noticed microaggressions were more likely to have experienced a microaggression themselves. They also were more likely to have a disability or identify as lesbian, gay, or bisexual. A qualitative analysis showed that most microaggressions occurred when an instructor dismissed or devalued students' backgrounds. Implications for encouraging social work students to become "upstander"s are discussed.
Mirick, R.G., & Davis, A. (2021). Only liberal view welcome? The experiences of conservative Christian BSW students. Journal of Baccalaureate Social Work, 26(1), 135-158.
Slayter, E. (2021). Macro practice: Community-based disability accessibility assessment. In K. Zgoda (Ed.), Active Learning Lessons, Activities, & Assignments for the Modern Social Work Educator. New York: Taylor & Francis/Routledge.com.
Slayter, E. (2021). Clinical practice: Dialoguing about evidence-based practice. In K. Zgoda (Ed.), Active Learning Lessons, Activities, & Assignments for the Modern Social Work Educator. New York: Taylor & Francis/Routledge.com.
Slayter, E. (2021). Research and evaluation: Assessment of agency evaluation practice. In K. Zgoda (Ed.), Active Learning Lessons, Activities, & Assignments for the Modern Social Work Educator. New York: Taylor & Francis/Routledge.com.
Slayter, E. (2021). Policy practice: Legislative advocacy assignment. IIn K. Zgoda (Ed.), Active Learning Lessons, Activities, & Assignments for the Modern Social Work Educator. New York: Taylor & Francis/Routledge.com.
Slayter, E. (2021). Agency practice: Developing a sexuality policy and procedures manual for a group home. In K. Zgoda (Ed.), Active Learning Lessons, Activities, & Assignments for the Modern Social Work Educator. New York: Taylor & Francis/Routledge.com.
Slayter, E. (2021). Clinical practice: Dialoguing about evidence-based practice. In K. Zgoda (Ed.), Active Learning Lessons, Activities, & Assignments for the Modern Social Work Educator. New York: Taylor & Francis/Routledge.com.
Slayter, E. (2021). Research and evaluation: Assessment of agency evaluation practice. In K. Zgoda (Ed.), Active Learning Lessons, Activities, & Assignments for the Modern Social Work Educator. New York: Taylor & Francis/Routledge.com.
Slayter, E. (2021). Policy practice: Legislative advocacy assignment. In K. Zgoda (Ed.), Active Learning Lessons, Activities, & Assignments for the Modern Social Work Educator. New York: Taylor & Francis/Routledge.com.
Slayter, E. (2021). Agency practice: Developing a sexuality policy and procedures manual for a group home. In K. Zgoda (Ed.), Active Learning Lessons, Activities, & Assignments for the Modern Social Work Educator. New York: Taylor & Francis/Routledge.com.
Abstract
This text infuses the field of social work with dynamic and evidence-based active learning, offering fresh ideas to increase students’ abilities to effectively implement their social work practice.
To practice social work in the real world, students need to be energized and engaged with the realities of the modern social work landscape. Written in an accessible and practical style, the impressive array of contributors provide social work educators with structured lesson plans, practice exercises, and assignments that can be used in both the physical and virtual classroom. Combining the latest research with current social work practice trends , the chapters cover cutting-edge topics such as ethics, social work technology, the importance of self-care, and social justice and activism, bridging the gap between current social work education and the needs of the modern social work student.
This book is invaluable reading for both social work educators and their students, providing tools to seamlessly integrate innovative techniques into the classroom as well as helping their students navigate a career in social work after graduation.
Johnson, L., Slayter, E., & Simmons, L. (2021). On equity-minded practice as a framework for social workers. The New Social Worker Online. https://www.socialworker.com/feature-articles/practice/equity-minded-practice-framework-social-workers/
Johnson, L., Slayter, E., & Simmons, L. (2021, September 26). On equity-minded practice as a framework for social workers. SocialWorker.com. https://www.socialworker.com/feature-articles/practice/equity-minded-practice-framework-social-workers/
Johnson, L., Singh, R., & Slayter, E. (2021). Disability social work: Bridging critical cultural competence, intersectionality and anti-oppressive practice. NASW-MA Focus.
Slayter, E. (2021). Being White and doing anti-racist social work. The New Social Worker Online. https://www.socialworker.com/feature-articles/practice/being-anti-racist-white-social-worker/
Slayter, E. (2021). Recognizing ableism’s link to racism. Social Work Helper. https://swhelper.org/2021/09/30/recognizing-ableisms-link-to-racism/
Slayter, E. (2021). Unpacking the historical relationship of racism and ableism: What social workers need to know and why. Social Work Helper. https://swhelper.org/2021/10/15/unpacking-the-historical-relationship-of-racism-and-ableism/
Slayter, E. (2021). What do you know about disability cultural competence? Social Work Helper. https://swhelper.org/2021/11/19/what-do-you-know-about-disability-cultural-competence/
Slayter, E. (2021). What “Bachelor in Paradise” can teach us about empowering the disability community. Social Work Helper. https://swhelper.org/2021/10/29/what-bachelor-in-paradise-can-teach-us-about-empowering-the-disability-community/
Simmons, L., & Slayter, E. (2021). Understanding and acknowledging history as we support people and communities served in their vaccine choices. NASW-MA Focus.
Slayter, E. (2021). Want to be evidence-based? Here’s a literature review hack that’ll help you get there. The New Social Worker Online.
Johnson, L., Slayter, E., & Simmons, L. (2021). On equity-minded practice as a framework for social workers. The New Social Worker Online. https://www.socialworker.com/feature-articles/practice/equity-minded-practice-framework-social-workers/
Johnson, L., Slayter, E., & Simmons, L. (2021, September 26). On equity-minded practice as a framework for social workers. SocialWorker.com. https://www.socialworker.com/feature-articles/practice/equity-minded-practice-framework-social-workers/
Simmons, L., & Slayter, E. (2021). Understanding and acknowledging history as we support people and communities served in their vaccine choices. NASW-MA Focus.
Steenrod, S.A. (2021). The legacy of exploitation in intercountry adoptions from Ethiopia: “We are all one family now”. Adoption Quarterly, 1-30. https://doi.org/10.1080/10926755.2021.1908472
Abstract
In 2018, the Ethiopian Parliament closed its intercountry adoption program. Momentum to end the program followed reports of adoption-related exploitation including the abduction and sale of children, falsification of documentation, bribing of officials, inaccurate testimonies, and false promises to birth families. The Ethiopian Parliament also cited concerns over the identity and psychological problems of adoptees as contributing factors to the ban. This paper explores how adoptive parents, with knowledge of exploitation in their own adoptions, are responding emotionally and pragmatically. Qualitative analysis of interview data provides insight into how adoptive parents communicate about and integrate referral and emergent adoption narratives in the service of healthy identity development in adopted children.
Steenrod, S.A. (2021). The legacy of exploitation in intercountry adoptions from Ethiopia: “We were under the impression that her birth parents had died”. Adoption Quarterly, 1-28. https://doi.org/10.1080/10926755.2021.1884157
Abstract
Ethiopia legally banned intercountry adoption in 2018 following reports of corruption, illegal practices, and child trafficking. While the intercountry adoption program is now closed, the enduring legacy of exploitation continues. Through interviews with adoptive parents, this study explores what and how adoption-related exploitation occurred. It also describes a cyclical and iterative process that adoptive parents, impacted by adoption-related exploitation, undertook to understand whether and how referral, concerning, and emergent adoption narratives fit together.
Walbam, K.M., & Howard, H. (2021). Preparing students for the profession: Examining power within social work. Social Work Education, 1–13. https://doi.org/10.1080/02615479.2021.1935844
Abstract
Social work educators are tasked with students to incorporate into practice the skills of engaging diversity and difference, advancing human rights and challenging social injustice. Students are asked to engage with concepts and practices that confront the status quo of institutionalized oppression. Yet, students may not be exposed to examination of the ways in which social work practitioners may unintentionally recreate and reinforce hierarchies of inequity through common social work policies and practices. Educators can prepare students by implementing strategies in the classroom that illuminate the privilege inherent in the profession of social work, and the power and control over clients’ lives that come with the degree. Educators also need to provide context for academic material, acknowledging the economic, social, and political framework within which that knowledge is put to use. Finally, educators need to prepare students to be reflexive in their practice, in order to proactively address power imbalances. This can be done by providing examples of educators’ own practice and the ways in which they may have inadvertently reinforced ideas and values that have historically resulted in marginalization of clients.