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The Joy of Directed Studies

Last academic year I had an honour to work with Rayell Sellars-Sarnowski on SOCW 4900 Directed Studies Course: Developing Professional Self-Identity in Social Work. TRU School of Social Work and Human Service provides a unique opportunity to students to select a topic and design the course that can strengthen their research and expand their knowledge (the course should cover topics that require in-depth exploration of the issue outside of regular courses). We work with Rayell on creating course learning objectives and selecting readings that can enhance the development of professional self-identity. Rayell participated in all aspects of course design and contributed many ideas that I incorporated in the final version of the course outline.

The course critically examined the role and the contributing elements of professional social work identity development process. The course aligned with the core learning objective for social work students to develop professional identities as practitioners as outlined by the Canadian Association for Social Work Education: Standards for Accreditation. This objective also involves social work students developing the ability for self-reflection to develop an awareness for safety in practice. Due to the sensitive nature of exploring individual identity, self-care and support systems were established before an in-depth exploration of the following. Foundations such as intersectionality, and pedagogical influence were explored to deconstruct identity. Especially for populations that face discrimination, historical and contemporary, context were applied to conceptualize the influence on identity. By conceptualizing these aspects students had the opportunity to form their own professional identity separate from dominant discourse. Many frameworks that capture various facets of identity were introduced to aid in students establishing identity. This process allowed to deconstruct the pedagogies taught within education institutions and discern how they impact self and beliefs.

Rayell met all the key learning objectives and at the conclusion of the course, were able to:

  1. Understand professional social work identity components and implications to practice.
  2. Develop identity and find relevant supports to develop identity.
  3. Understand how pedagogy and power influences professional identity development processes for social workers.
  4. Ensure safety in the process of establishing identity.
  5. Achieve a well-grounded professional self-identity that positively strives to maintain the Canadian Association of Social Work Education: Standards for Accreditation learning objectives.

I have asked Rayell to share the experience of taking the course to encourage other students to take directed studies courses and receive one on one mentoring and preparation to advance their studies and promote social work research. Thank you Rayell for all your work and for being part of this directed studies experience.

Reflection on Directed Study – Developing professional self-identity in social work By Rayell Sellars-Sarnowski

                Participating in a directed study gave me the opportunity to develop a framework that would enable me to unearth identity’s role in social work. The basis of the course topic prompted by various antecedents I was experience within the program. These antecedents were related to the intertwining cultural complexities that form my intersectionality. I identify as a Secwepemc-Tsilqhotin woman, who was raised on traditional Secwepemc ne Esk’etemculucw territory.

Being raised on the reserve Esk’et, I was gifted with a very unique perspective of the world. I was blessed to grow up with knowledge of my culture, healing practices, and language. I was custom adopted as a child by my grandmother and provided with a safe, nurturing home. I also have a very large family, and was wrapped by supports and the community. I was provided with a very wide support circle from a young age, and given the tools and caring to strengthen my own resilience. I was very sheltered from the outside world, being surrounded by other Indigenous people until I was 11 years old. When I was 11, I transferred from Sxoxomic school in Esk’et to a catholic private school in Williams lake. Transitioning from a predominantly relevant culture to another was a culture shock, and since then I have been fascinated by the differences in discourse. Later in my teen years, I faced traumas that were detrimental to my holistic wellbeing. I became isolated and turned to unhealthy coping mechanisms. However, despite the hardships my family, community and friends came together to support my holistic wellbeing. Again, strengthening the resilience that I had been fostering since I was a young child.

This journey prompted my interest in the helping profession, as I understand it has with many others. I entered the human services diploma, successfully completing this, then moved on to the bachelor of social work. Within the BSW I noticed that I was questioning my reality, my perspective on life, and generally gaining a new one or trying to. As many of the course work involved questioning dominant discourse, I became more interested in societies perspectives and how they were created. Myself and another student started to focus on how social work discourses impacted our positioning as Indigenous students. Stemming from this, I began to question how is the program supporting students to shape their identity after losing it? It is heavily acknowledged that you will learn “more about yourselves than you want to know,” and that dominant discourse needs to be untangled to understand how it affects our clients. However, I felt that the program lacked supports for students having identity crisis. Especially to support those like myself, with complicated intersectionality’s. Acknowledging my own identity disconnection, and others, I began the process of enrolling in a directed study.

The process itself of entering into a directed study was not as daunting as it may appear. I hope that in the future there is more information on directed studies, I just heard about it from another student doing it and decided to try to supplement those identity development needs. If I hadn’t put myself out there by participating in extracurricular BSW club events, I wouldn’t have had this opportunity. Upon discovering this, I was instantly intrigued and decided I was going to do it. Research and confronting gaps within structures is where I thrive. The directed study was an opportunity to utilize and grow those skills. I was pushed to do in-depth research at the library and start discussions with other students and faculty. The process allowed me to approach the topic of identity development utilizing a flexible approach. I wasn’t only able to take the appropriate amount of time to analyze my identities, I was also able to apply appropriate lenses to my work.

I was constantly applying Indigenous approaches in my other class papers, but in smaller scales. In this course I was able to view the entire picture of my Indigenous identity and the various ways it would impact my wellness. Not only was I able to more thoroughly utilize and Indigenous approach, but I was able to apply theories and concepts I truly associated with, such as strengths perspective, a structural approach, trauma-informed practice, decolonizing theory, and systems theory. I was able to weave these together, among many other concepts, to fully understand my approach to social work. By creating my own course outline, I was able to choose what mattered to me as a unique individual to be included in the content. Not only was this project about simply identifying how to manage identity development, it grounded my own knowledge and unique perspective of the world, to allow for my practice to become even more effective.

This was truly an opportunity not only for professional identity growth, but for personal identity growth as well. I believe truly digging into our unique world perspectives is a benefit to our practice as social workers who continue to have the need to understand the complexities of the unique individuals we serve every day. Not only do we have the duty to our clients, we have it to ourselves to truly grant ourselves with holistic wellbeing. It is a beautiful moment when you begin to understand your identity. I think in social work we become obsessed with the idea of controlling who we are as professionals, we lose touch with our true self, who has such a love for being in the helping profession. When we lose touch with our individuality we succumb to robotic helping, and lose meaningful connection to those we serve. These are the types of realizations and connection to practice that can be created in a directed study. How passionately I feel about a connection to identity, is only an example of what type of work can be done in this opportunity. If this sparks an idea about what you would study, I highly suggest exploring it in this manner.

“As life goes on it becomes tiring to keep up the character you invented for yourself, and so you relapse into individuality and become more like yourself everyday.” ― Agatha Christie

Mitacs Globalink Research Internships Summer 2020 at Thompson Rivers University

The Mitacs Globalink Research Internship is a competitive initiative for international undergraduates from Australia, Brazil, China, France, Germany, Hong Kong SAR, India, Mexico, Tunisia, United Kingdom, and Ukraine. From May to October of each year, top-ranked applicants participate in a 12-week research internship under the supervision of Canadian university faculty members in a variety of academic disciplines. More information about Mitca Globalink Research Internship can be found here: https://www.mitacs.ca/en/programs/globalink/globalink-research-internship

Recently I got very exciting news, that all 11 projects I have submitted for funding has been supported by Mitacs Canada so I can train 11 students, 1 from each of the participating country to help me with my research in summer 2020.

If you know a third year undergraduate social work student from the following countries: Australia, Brazil, China, France, Germany, Hong Kong SAR, India, Mexico, Tunisia, United Kingdom, and Ukraine who will be interested to visit TRU from May-August 2020 for a 12 week all-expense paid internship ask them to apply before September 18th and select one of the projects that I supervise from the list on Mitacs Canada Globallink website.  https://globalink.mitacs.ca/#/student/application/projects

Next summer can be busy but it is very exciting as I can get more help to complete some of my research work. Please share this message with your networks and it will be fun to have social work students from around the world to visit Kamloops in May-August 2020 so we can do research together at Thompson Rivers University and strengthen global social work community.

Here is the list of project to apply before September 18th deadline:

Project Name Project ID Year
Strengthening Social Work Education and Community Connections between Canada and Mexico: Asset map project. 21250 2020
Strengthening Social Work Education and Community Connections between Canada and Brazil: Asset map project. 21248 2020
Strengthening Social Work Education and Community Connections between Canada and Australia: Asset map project. 21246 2020
Strengthening Social Work Education and Community Connections between Canada and Germany: Asset map project. 21245 2020
Strengthening Social Work Education and Community Connections between Canada and France: Asset map project. 21242 2020
Strengthening Social Work Education and Community Connections between Canada and China: Asset map project. 21230 2020
Strengthening Social Work Education and Community Connections between Canada and India: Asset map project. 21226 2020
Strengthening Social Work Education and Community Connections between Canada and United Kingdom : Asset map project. 21213 2020
Strengthening Social Work Education and Community Connections between Canada and Tunisia: Asset map project. 21153 2020
Strengthening Social Work Education and Community Connections between Canada and Hong Kong: Asset map project. 21152 2020
Strengthening Social Work Education and Community Connections between Canada and Ukraine: Asset map project. 21090 2020

Social Work Education in Hong Kong

The region of Hong Kong has been inhabited since the Old Stone Age and became a part of the Chinese empire from the Qin dynasty (221–206 BC). Hong Kong grow from the farming fishing village to a free port and a major international financial centre. Japan occupied Hong Kong from 1941 to 1945 during the Second World War. By the end of the war in 1945, Hong Kong had been liberated by joint British and Chinese troops, and returned to British rule. The Handover of Hong Kong took place on July 1, 1997, returning Hong Kong to Chinese rule, with Hong Kong adopting the Hong Kong Basic Law.

Hong Kong Social Workers Association enters its 70th Anniversary in 2019 and co-hosted an international conference with HKU Social Work and Social Administration Department “Change and Innovation for a Better World: the Future of Social Work Profession”. I had an honour to present my research on Mission (IM)Possible 2: One map + 199 connected schools of social work in Latin America. Are we ready for Asia? at the conference and to connect with the President of the HK Social Workers Association Irene Leung and a fourth generation social work educator Nelson Chow who Irene introduced during the conference and who shared the 70 years story of social work education in Hong Kong. The conference was a joined effort by the Social Work Department of 5 local universities, Hong Kong Association of Schools of Social Work and Hong Kong Council of Social Service as partners

The Social Workers Registration Board in Hong Kong has a list of all recognized social work programs for registration of social workers.  The list of the recognized qualifications is compiled based on the best information available at the time of compilation. One can access the list from The Social Workers Registration Board website One can obtain social work diploma, BSW, MSW and PhD in social work from the following post-secondary institutions.

The list of NGO that operate school of social work service is also available online.

School of social work is one of the many fields of practice for social workers in Hong Kong. Ka-chun (2018) states that “back in the early 1970s, social work services in primary and secondary schools were predominantly provided by non-profit organizations such as Caritas–Hong Kong and St. James’ Settlement, with the government only playing a relatively minimal role. Amid mounting calls for bigger government commitment, the Social Welfare Department launched a pilot scheme of providing social workers for local schools in 1974”. Leung (2019) reported that all publicly funded secondary schools in Hong Kong to get two social workers in bid to tackle youth suicides as finance chief Paul Chan earmarks HK$130 million for measure. These measures increase the demand of training for local social workers.

One can learn about recent trends in social work education in Hong Kong by reviewing the interview by Deona Hooper on local social work educator Dr. Terry Leung (Hooper, 2013). Information about social work practice in Hong Kong can be found in The Hong Kong Journal of Social Work Additional articles on developments of social work education and fields of social work practice demonstrate a strong academic interest in development of social work profession in Hong Kong (To, 2007; Chui, n.d.; Arat & Kerelian, 2019; Yuen, & Ho, 2007).

I was impressed to learn about the development of social work distance education in Hong Kong and an opportunity to connect with LAM Ching-man, Professor, Department of Social Work, The Chinese University of Hong Kong who is the project lead on Blended approach for social work learning: A reflection-based and user-oriented pedagogical model. The project is a joint initiative between The Chinese University of Hong Kong and City University of Hong Kong, Hong Kong Baptist University, The Hong Kong Polytechnic University, The University of Hong Kong

Blended Learning Workshop Participants in Hong Kong

It was an honour to celebrate 70 years birthday of social work profession in Hong Kong and wish all social work educators, practitioners and researchers Mnogaya Lita! Many more years of promoting social work values.

References

Ka-chun, S. (2018). Why one social worker for every secondary school is not enough. Retrieved from http://www.ejinsight.com/20181011-why-one-social-worker-for-every-secondary-school-is-not-enough/

Leung, R. (2019). All publicly funded secondary schools in Hong Kong to get two social workers in bid to tackle youth suicides as finance chief Paul Chan earmarks HK$130 million for measure. Retrieved from https://www.scmp.com/news/hong-kong/education/article/2187939/all-publicly-funded-secondary-schools-hong-kong-get-two

Hooper, D. (2013). Social work in Hong Kong: Interview with Dr. Terry Leung. Retreived from https://www.socialworkhelper.com/2013/09/03/social-work-hong-kong-interview-dr-terry-leung/

To, S. M. (2007). Empowering school social work practices for positive youth development: Hong Kong experience. Adolescence, 42(167), 555.

Chui, W.T. (n.d.). Social work in Hong Kong. Retrieved from https://ebrary.net/2147/sociology/social_work_hong_kong

Arat, G., & Kerelian, N. N. (2019). Reshaping the social work education system toward cultural competency: The Hong Kong case. International Social Work, 62(1), 316-329.

Yuen, A. W., & Ho, D. K. (2007). Social work education in Hong Kong at the crossroads: Challenges and opportunities amidst marketization and managerialism. Social work education, 26(6), 546-559.

Social work education in Macau.

Macau is a Special Administrative Region (SAR) of the People’s Republic of China. In 1557 it was leased to Portugal as a trading post. In 1887 the Portuguese finally managed to secure an agreement from China that Macao was Portuguese territory. In 1999 it was handed over to China. Macau was the last extant European territory in continental Asia.

Macao Social Workers Association has limited information on IFSW website

During a short visit to Macau (taking a ferry from Hong Kong and riding a bus on Macau-Hong Kong  bridge back in one day) and through the use of Google search engine I was able to find the following four schools of social work in Macau.

All Schools are now included on The Schools of Social Work around the World Asset Map. The literature on the development of social work education in Macau is limited in English. Hui, S.Y. (n.d.) from Social Work Program Macau Polytechnic Institute provides although dated but some information on social work education in Macau before 1990s. More recent youtube TDM Talk Show is available online with Jacky Ho – Social Work Programme Coordinator at the City University of Macau (Ho, 2017). Ho (2017) shares thoughts on current developments in social work education and profession in Macau

Hui, Aspalter, and Lai (2012) developed a paper that examines the Macau welfare model. Macau, a Casino-based economy, has yet to develop an adequate social security system. This paper examines the history, and particularly the recent period since the Handover to Chinese authorities in 1999, of the welfare system in Macau, and compares the current state of the welfare system with that of neighboring countries and territories.

Ho, J. (2017). Jacky Ho – Social Work Programme Coordinator at the City University of Macau. Retrieved from https://www.youtube.com/watch?v=Yb94bpWZYNM

Hui, S., Aspalter, C., & Lai, D. (2012). Social Welfare in Macau—Between East and West: A Comparative, Analytical Welfare Regime Perspective. Analytical Welfare Regime Perspective (March 23, 2012). Retrieved from

Hui, S.Y. (n.d.) Social Work Education in the Changing Society of Macau. Retrieved from https://www.macaudata.com/macaubook/book214/html/58701.htm

TRU School of Social Work and Human Service students will share their research at the Congress 2019 in Vancouver.


Oleksandr (Sasha) Kondrashov

May 26, 2019

Six TRU School of Social Work and Human Service Students are invited to share their research with the National Social Work Community at Congress 2019 in UBC Vancouver on June 3-6.

Everyday TRU social work students will have an opportunity to share their knowledge. On Monday, June 3rd TRU students will attend the Student Committee Meeting 1 (click on each link to find out the time and location of the sessions) and share their views on the future of social work curriculum with other students across Canada. TRU students who attended Congress 2018 in Regina commented how satisfied they were to learn that TRU is among very few Schools across Canada that offer unique electives, such as Trauma-informed practice, International social work and the Directed studies courses that students can in collaboration with faculty design the course to suit their educational needs. TRU students also have the opportunity to practice their presentation skills regionally and internationally by attending, for example, BC political science regional conference and International Social Work Conference in Dublin.

TRU Social Work faculty and students will come together and listen to the first keynote given by the Senator Dr. Wanda Thomas Bernard, a social work educator from Nova Scotia, and later will participate at the reception and first reunion opportunity where all TRU students, faculty, alumni and friends are invited to attend during the CASWE reception.

On Tuesday morning TRU student and CASWE student award winner Jill Coulter will share the Emerging Research on Culturally-Safe Sexualized Violence Response Services for International Students.  Jill will apply an intersectional feminist framework and an Anti-Oppressive, community-based participatory action approach to discover how to provide culturally-safe sexualized violence response services to international students in higher education institutions. TRU encourages students to conduct undergraduate research and recognize their work through the Undergraduate Research Experience Award Program (UREAP). Jill’s research includes an online survey and small focus groups with female and LGBTQ+ International student research participants from the three largest international, regional groups at Thompson Rivers University to discover what kind of SVRS international students would like to have available on campus.

On Tuesday during lunchtime TRU student Lanette LeWarne will share the poster to document the Neglect and the Overrepresentation of Indigenous Children in Care. Lanette’s research examines the definition of neglect within BC’s Child Family and Community Services Act (CFSCA) and its implications for Indigenous families living in poverty. Lanette recommends that a definition of neglect needs to be more extensive, includes the categorization of areas of neglect and recognizes structural issues that support assessment and investigation of neglect that is more effective in determining structural and individual risk.

On Tuesday afternoon TRU student Shauna Middleton will share research that demonstrates the Inadequacy of Suicide Prevention in Canada’s Arctic. Shauna’s work is a call for transformative action. Shauna found that suicidality among Indigenous peoples in Canada’s Arctic regions is a critical health issue that needs to be addressed immediately. The presentation will discuss the historical and contemporary contexts that have exacerbated the problem of poor mental wellness and lack of self-sufficiency among northern Indigenous communities and offer recommendations for action in solidarity with Indigenous peoples as experts through the Truth and reconciliation Calls to Action and culturally appropriate community-based services.

On Wednesday Shauna will go back to TRU to attend the convocation. We wish Shauna and the spring 2019 graduates all the success in the future. Keep sharing your knowledge and promote social work values in all your activities. For those students who will stay at the Congress they can attend the CASWE AGM, student committee meeting 2, and Oleksandr (Sasha) Kondrashov’s presentation on reforming social services CIDA funded project and the second reunion opportunity to celebrate 20 years of Canada-Ukraine partnership in social work education.

On Thursday morning Rayell Sellars-Sarnowski and Tiffany Gray will run 1.5-hour session and share their ideas on Bridging social work pedagogy. Rayell and Tiffany already attended Congress in 2018 and now will help conference participants to bridge the gaps within western pedagogies and indigenous ways of knowing within social work.  Rayell and Tiffany, through open dialogue, will discuss anti-oppressive, cultural competency, and Indigenous approaches within social work program. They will offer critical reflection and constructive feedback on how to improve social work education and to address the further “prioritization of western knowledge that continues today in Canadian universities.” Their suggestion includes the creation of relationships and reciprocity in challenging the hegemonic ways of being which have the potential to build solidarity and further social justice work, eliminating essentialism and honouring differences. The authors also suggest utilizing Self-In-Relations reflexive dialectical method or un-learning as a guiding principle in meaningful practice.

Carmen Saiad Shirabad, who also attended the CASWE conference in Regina, will share research on Transformative Action through Positive Social Work on Thursday afternoon. Carmen will be critically analyzing the common deficit-based approaches found within social work.  Carmen suggests that adopting a new perspective on social work based on positivity, strengths, and social supports can be fundamental in producing a creative generation of social workers who can implement transformative actions towards successful social justice. 

TRU social work students will voice multiple concerns related to different areas of social work practice, policy, education and research and provide ideas on how to implement changes that are consistent with professional values. If you are attending the Congress 2019, make sure you visit student’s presentations and support TRU social work students to promote social justice through transformative action.



Social Work Education in Greece

I had visited Greece in May 2019. It was a brief visit to Athens and Crete but helped me to map three Schools of Social Work:

GRE The Technological Educational Institute (TEI) of Athens Department of Social Work   http://www.teiath.gr/seyp/socialwork/index.php?lang=en

GRE Democritus University of Thrace Department of Social Administration and Political Science   https://socadm.duth.gr/en/the-department/welcome/

GRE The Technological Educational Institute (TEI) of Crete Department of Social Work   https://teicrete.gr/en/tke/10822

It was difficult to identify Schools for a number of reasons. I do not speak Greek and when I visited The Technological Educational Institute (TEI) of Athens Department of Social Work, the building was closed, and I was unable to find any person in the area who was able to locate the department. I was more fortunate in Heraklion, Crete and connected with Gloria from the International Relations Office at The Technological Educational Institute (TEI) of Crete. Gloria is a social worker and shared with me about new developments in social work education in Greece. The TEI in Crete was just abolished (May 2019) but a new university was founded in Heraklion:  Hellenic Mediterranean University. I will keep building connections and learning more about social work in Greece anf hope more partnership opportunities will be created between Canada and Greece Schools of Social Work.

Literature review helped me to learn more about social work education in Greece during the current crises of the welfare state. Social work is a relatively new profession in Greece.  The first school for the training of social workers in Greece commenced operation in 1937. However, it was not until 1959 that legislation was passed concerning the legal definition of social work. (Dedoussi, Gregory, Georgoussi, & Kyriopoulos, 2004).  Karagkounis (2017, 2019) from Democritus University of Thrace Department of Social Administration and Political Science provides a detailed overview of current challenges for social work education in Greece in the time of austerity. There are multiple articles of current concerns in social work education written by Papadaki from The TEI in Crete. The full list of reviewed literature can be found below.

Bibliography

Dedotsi, S., Young, A., & Broadhurst, K. (2016). Social work education in a time of national crisis in Greece: Educating the workforce to combat inequalities. European Journal of Social Work19(3-4), 368-384.

Dedoussi, A. A., Gregory, S., Georgoussi, E., & Kyriopoulos, J. (2004). Social workers in Greece: Who they are and where they work. International Social Work47(2), 259-274.

Georgoussi, E. (2003). Research note social workers in Greece: How they spend their working hours. European Journal of Social Work6(1), 65-71.

Ioakimidis, V., Santos, C. C., & Herrero, I. M. (2014). Reconceptualizing social work in times of crisis: An examination of the cases of Greece, Spain and Portugal. International Social Work57(4), 285-300.

Kandylaki, A. (2005). Social work practice in multicultural settings: A pilot study in Thrace, Greece: ‘Research Directions’ is an occasional series presenting initial findings from research in progress. For previous articles in the series, see SESP, vol. 5, nos 1 and 3. South European Society and Politics10(3), 433-451.

Karagkounis, V. (2017). Social work in Greece in the time of austerity: Challenges and prospects. European Journal of Social Work20(5), 651-665.

Karagkounis, V. (2019). Implications and challenges for social work education in Greece in the time of austerity. Social Work Education38(3), 330-346.

Koukouli, S., Papadaki, E., & Philalithis, A. (2008). Factors affecting the development of social work and its professionalisation process: the case of Greece. International journal of social welfare17(3), 216-224.

Papadaki, E., & Papadaki, V. (2008). Ethically difficult situations related to organizational conditions: Social workers’ experiences in Crete, Greece. Journal of Social Work8(2), 163-180.

Papadaki, E., Plotnikof, K., & Papadaki, V. (2012). Self-reported ageism in students and academic staff—the case of the Social Work Department in Crete, Greece. European Journal of Social Work15(5), 696-711.

Papadaki, V. (2001). Studying social work: choice or compromise? Students’ views in a social work school in Greece. Social Work Education, 20(1), 137-147.

Papadaki, V., & Nygren, L. (2006). ‘I’ll carry this experience with me throughout my studies and future career’: Practice tutorials and students’ views on social work in Iraklio, Greece. Social Work Education25(7), 710-722.

Papadaki, V., & Papadaki, E. (2006). Job satisfaction in social services in Crete, Greece: Social workers’ views. European Journal of Social Work9(4), 479-495.

Papadaki, V., Plotnikof, K., & Papadaki, E. (2013). Social work students’ attitudes towards lesbians and gay men: The case of the Social Work Department in Crete, Greece. Social Work Education32(4), 453-467.

Pentaraki, M. (2019). Practising social work in a context of austerity: Experiences of public sector social workers in Greece. European Journal of Social Work22(3), 376-387.

Symeonidou, H. (1996). Social protection in contemporary Greece. South European Society and Politics1(3), 67-86.

Social Work Education in Honduras

Social Work Education in Honduras

Schools of Social Work in Honduras were easy to map as there is only one School in the country: HND Universidad Nacional Autónoma de Honduras https://cienciassociales.unah.edu.hn/  and thanks to Yolanda Molina Fonseca we were able to verify the information.

It was also not easy to find literature on social work in Honduras. Only two sources briefly mention the developments of social work in Honduras:

Negrón-Velázquez, G. (2016). Attitudes toward poverty among exit students of undergraduate social work programs in eight Latin American countries. European Journal of Social Work, 19(3–4), 385–404.

Watts, T. D., Elliott, D., & Mayadas, N. S. (Eds.). (1995). International handbook on social work education. Greenwood Publishing Group.

I hope once we complete the article on Colombia it will be exciting to research the state of social work in Honduras.

If you can help us to verify schools of social work in your country please e-mail okondrashov@tru.ca