Social Work Education

Course History

The course was built on teaching experience from four universities in Canada: 

1. The University of Manitoba SOWK 3100 Systematic Inquiry course (Aboriginal Focus Programs) BSW level;  
2. The University of Northern British Columbia SK 609 Advanced Quantitative Research Methods MSW course,
3. Wilfred Laurier SK 504 Research 1 MSW course and
4. Course assignment in SOWK 6070 Qualitative Research Course Outlines at the University of Manitoba.

Course Description

Students explore the concepts, methods, and processes of social research, and develop skills in conducting and assessing research. Students are challenged to examine their own approach to knowing, to incorporate research into practice, and to think critically about research in relation to social work practice. The subjectivity of the researcher, the political and ethical context of research, and the role of research as an instrument of power in the lives of oppressed peoples is discussed.

Educational Objectives/Learning Outcomes

At the conclusion of this course, the student should be able to:

1. Describe the value of research (what it is, why it matters, how to do it) and describe its relationship to social work and the individuals and communities with whom we work;
2. Summarize the principal features of various research paradigms (positivist, interpretive, critical);
3. Describe the value and utility of both quantitative and qualitative research methods;
4. Describe specific methodologies and identify when to apply them such as feminist, Aboriginal (decolonizing),(participatory) action, survey, case study, program evaluation, needs assessment, and single subject design;
5. Identify and analyze political, theoretical, and ethical issues related to the design, implementation, and use of social work research;
6. Critically analyze the relationships between social location (based on factors such as ‘race’, ethnicity, gender, age, class, sexual orientation, (dis)ability, and faith) and experiences of doing research and being researched;
7. Develop the knowledge and skills to effectively utilize social work research in a critical manner;
8. Apply this knowledge to a research topic chosen of your choice.

Course Materials

Absolon, K., & Willett, C. (2004). Aboriginal research: Berry picking and hunting in the 21st century. First Peoples Child & Family Review, 1(1), 5-17.

Altpeter, M., Schopler, J. H., Galinsky, M. J., & Pennell, J. (1999). Participatory research as social work practice: When is it viable?. Journal of Progessive Human Services, 10(2), 31-53.

Carter, S. M., & Little, M. (2007). Justifying knowledge, justifying method, taking action: Epistemologies, methodologies, and methods in qualitative research. Qualitative health research, 17(10), 1316-1328.

Castleden, H., & Garvin, T. (2008). Modifying Photovoice for community-based participatory Indigenous research. Social science & medicine, 66(6), 1393-1405.

Chapter 1 from Creswell, J. W. (2014). The selection of a research approach. Research design: Qualitative, quantitative, and mixed methods approaches, 3-24.

Chapter 13 Engel, R. J., & Schutt, R. K. (2016). The practice of research in social work. Sage Publications.

Chapter 13 from Marlow, C. R. (2010). Research methods for generalist social work. Cengage Learning.

Chapter 4 from Rubin, A., & Babbie, E. R. (2016). Empowerment series: Research methods for social work. Cengage Learning.

Chapter 5 from Locke, L. F., Silverman, S. J., & Spirduso, W. W. (2009). Reading and understanding research. Sage Publications.

Chapter 6 from Knowles, J. G., & Cole, A. L. (2008). Handbook of the arts in qualitative research: Perspectives, methodologies, examples, and issues. Sage.

Chapter 7 from Neuman, W. L. (2014). Basics of social research. Pearson/Allyn and Bacon.

Creswell, J. W., Hanson, W. E., Plano Clark, V. L., & Morales, A. (2007). Qualitative research designs: Selection and implementation. The Counseling Psychologist, 35(2), 236-264.

D’Cruz, H. and Jones, M. (2008). Chapter 1: Research, Social Work and Professional Practice. In Heather D’Cruz & M. Jones (eds.), Social Work Research: Ethical and Political Contexts. Thousand Oak: Sage.

Donnelly, C. A., Boyd, I., Campbell, P., Craig, C., Vallance, P., Walport, M., … & Wormald, C. (2018). Four principles to make evidence synthesis more useful for policy. Nature

Gibbs, A. (2001). The changing nature and context of social work research. British Journal of Social Work, 31(5), 687-704.

Landau, R. (2008). Social work research ethics: Dual roles and boundary issues. Families in society, 89(4), 571-577.

Lavallée, L. F. (2009). Practical application of an Indigenous research framework and two qualitative Indigenous research methods: Sharing circles and Anishnaabe symbol-based reflection. International journal of qualitative methods, 8(1), 21-40.

Lee, E. K. O., Brown, M., & Bertera, E. M. (2010). The use of an online diversity forum to facilitate social work students’ dialogue on sensitive issues: A quasi-experimental design. Journal of Teaching in Social Work, 30(3), 272-287

Pos, K., & Brown, L. (2005). Becoming an anti-oppressive researcher. Research as resistance: Critical, indigenous and anti-oppressive approaches, 255.

Reid, C. (2004). Advancing women’s social justice agendas: A feminist action research framework. International journal of qualitative methods, 3(3), 1-15.

Scheirer, M. A. (2012). Planning evaluation through the program life cycle. American Journal of Evaluation, 33(2), 263-294.

Scotland, J. (2012). Exploring the philosophical underpinnings of research: Relating ontology and epistemology to the methodology and methods of the scientific, interpretive, and critical research paradigms. English language teaching, 5(9), 9-16.

Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333-339.

Strier, R. (2006). Anti-oppressive research in social work: A preliminary definition. British Journal of Social Work, 37(5), 857-871.

Tracy, S. J. (2010). Qualitative quality: Eight “big-tent” criteria for excellent qualitative research. Qualitative inquiry, 16(10), 837-851.

Tri-Council Policy Ethical Conduct for Research Involving Humans (2018): https://ethics.gc.ca/eng/documents/tcps2-2018-en-interactive-final.pdf

Student Evaluation & Assessment

Topics Covered/Course Content

•             Introduction to Social Work Research
•             Literature Review and APA. Library Tour
•             Research Ethics, Power and Relational Issues in Research
•             Research Paradigms, Epistemologies, methodologies, and methods
•             Research Design
•             Qualitative Research Methods
•             Quantitative Research Methods
•             Reading Understanding and Writing Research: Staying Organized
•             Program Evaluation Research
•             Indigenous Research
•             Participatory and Feminist Action Research
•             Photovoice and Arts-based research
•             The future of social work research

Course History

The course has lots of elements from the following five courses I have taught from 2007

SWRK 1310 Introduction to Social Welfare at the University of Manitoba

SWRK 2110 Emergence of Canadian Welfare State at the University of Manitoba

SWRK 3130 Contemporary Canadian Social Welfare at the University of Manitoba

SLWK 2110 History of Canadian Welfare at the Dalhousie University

SLWK 3012 Social Policy Perspectives.

The course is a second policy course that is delivered at Thompson Rivers University. I have now updated SLWK 3012 Social Policy Perspectives at Dalhousie and SWRK 3130 to match course structure and respond to specific course learning objectives through assignments that are specific for each course. The major paper assignment is the same for all the courses.

Course Description

This course explores the socio-historical, economic, ideological, and institutional contexts for the development of social policy in Canada. Students discuss the policy making process, as well as the role of social policy in processes of inclusion, exclusion, marginalization, and oppression. A critical analysis of selected social policies is emphasized.

Educational Objectives/Learning Outcomes

At the conclusion of this course, the student should be able to:

1. Describe the historical evolution of the Canadian welfare state
2. Describe significant campaigns for and debates about state welfare provision in Canada.
3. Identify differences in ideology and the implications this has for social policy development in Canada.
4. Describe the principal features of the Canadian constitution and the relationship it has to state welfare provision in Canada.
5. Describe the process of policy-making and the roles of different actors including the legislature, cabinet, civil service, courts, commissions of inquiry, ombudspersons, interest groups, citizens and the media.
6. Analyze a contemporary issue in Canadian social policy and identify its ideological features, theoretical dimensions, principal interest groups, media representations and intended benefits.

Course Materials

Chapter 2 from Brooks, S., & Ménard, M. (2017). Canadian democracy: A concise introduction. Oxford University Press.;

Chapter 3 from Lightman, E. S., & Lightman, N. (2017). Social policy in Canada. Oxford University Press.

Citizenship and Immigration Canada (CIC). (2009). Discover Canada. The rights and responsibilities of citizenship. Retrieved from http://www.cic.gc.ca/english/pdf/pub/discover.pdf 

Chapter 4 from Harding, R. L., & Jeyapal, D. (Eds.). (2019). Canadian social policy for social workers. Oxford University Press.

Chapter 2 from Regehr, C., & Kanani, K. , McFadden, J., & Saini, M. (2016). Essential law for social work practice in Canada (3rd.ed.). Toronto: Oxford University Press;

Burnham, J. (2012). Developments in Social GRRRAAACCEEESSS: visible – invisible and voiced – unvoiced. In I.-B. Krause (ed.) Culture and Reflexivity in Systemic Psychotherapy: Mutual Perspectives (pp. 139–160). London: Karnac.                                                                               

Chapter 12 from Turner, J.C., & Turner, F.J. (2009). Canadian social welfare (6th.ed.). Toronto, ON: Pearson.

Chapter 6 from Armitage, A. (2003). Social welfare in Canada. Oxford University Press, USA.

Graham, J.R., Shier, M.L., & Delaney, R. (2017). Canadian social policy: An introduction. (5th ed.). ON: Don Mills: Pearson.

Chapter 1 from Westhues, A. (Ed.). (2012). Canadian social policy: Issues and perspectives (5th ed.). Wilfrid Laurier Univ. Press.

Chapter 6 from McKenzie, B. & Wharf, B. (2016). Connecting policy to practice in the human services (4th.ed.). Don Mills: Oxford University Press;

Phillips, S. D., & Orsini, M. (2002). Mapping the links: Citizen involvement in policy processes. Ottawa, ON: Canadian Policy Research Networks.                                                                                                                                                                

Chapter 12 from Mullaly, B., & Dupre, M. (2018). The new structural social work, ideology, theory and practice. Toronto: Oxford University Press;

Dudziak, S., & Coates, J. (2004). Social worker participation in policy practice and political activity. Canadian Review of Social Policy, (54), 79-96.

Chapter 13 from Samuelson, L., & Antony, W. A. (2012). Power and resistance: Critical thinking about Canadian social issues (5th ed.). Fernwood Publishing;

Cabrera, N. L., Matias, C. E., & Montoya, R. (2017). Activism or slacktivism? The potential and pitfalls of social media in contemporary student activism. Journal of Diversity in Higher Education, 10(4), 400-415. Recorded Lecture

Chapter 9 from Chappell, R. (2016). Social welfare in Canadian society (5th.ed.). Toronto, ON: Nelson Education;

Bradshaw, T. K. (2007). Theories of poverty and anti-poverty programs in community development. Community Development, 38(1), 7-25.

Chapter 7 from Hick, S. (2014). Social welfare in Canada: Understanding income security. Toronto, ON: Thompson Education Publishing

Chapter 4 from Eggleton, A., Corak, M., Lewchuk, W., Forget, E., & Raphael, D. (2018). The poverty, inequality, and job challenge. The case for basic income in Canada. Lindsay, On: Fireside Publishing House. Retrieved from http://www.caseforbasicincome.com/wp-content/uploads/2018/09/Ebook-Sept-17-v2-SEPT-17-FINAL.pdf

Canadian Association of Social Workers (CASW)/Association Canadienne des Travailleuses Sociaux (2005) Code of ethics. Ottawa: Author. Retrieved from https://casw-acts.ca/sites/casw-acts.ca/files/documents/casw_code_of_ethics.pdf

Truth and Reconciliation Canada. (2015). Honouring the truth, reconciling for the future: Summary of the final report of the Truth and Reconciliation Commission of Canada. Winnipeg: Truth and Reconciliation Commission of Canada. Retrieved from http://www.trc.ca/websites/trcinstitution/File/2015/Honouring_the_Truth_Reconciling_for_the_Future_July_23_2015.pdf

MMIWG-FFADA (2019). Reclaiming power and place: The final report of the national inquiry into missing and murdered Indigenous women and girls. Retrieved from https://www.mmiwg-ffada.ca/wp-content/uploads/2019/06/Calls_for_Justice.pdf 

Student Evaluation & Assessment

Topics Covered/Course Content

Ideology and Canadian Social Policy
Canadian Government, Citizenship, and Social Policy
Human Rights, Intersectionality and Social Policy
Anti-Oppressive Policy Development
Social Policy Analyses
Making Policy for Social Change from Inside the System
Making Policy for Social Change from outside the System
Social Media, Policy, Advocacy and Social Justice Activism
Social Policy for Canadians Living in Poverty
Social Policy for Canadians in the Labour Market
Comparative Canadian Social Policy

Course Description

The central theme of this course is the integration of theory and practice, recognizing that theory guides practice and practice informs theory. The first term consists of the theoretical foundations of social work, understanding their relation to social work practice from a social, political, economic and historical position. The second term offers an in-depth examination of the theoretical foundations of a variety of critical perspectives. Case applications are explored from a variety of practice situations and problem definitions.

Course Learning Objectives

To complete this course students shall:

1. Articulate the purposes and contexts of theories for social work practice

2. Explain the processes and assumptions of theory building

3. Know the multiple epistemological, theoretical and conceptual bases of social work knowledge and practice

4. Exhibit a solid grasp of the theory and concepts of critical social work practice

5. Utilize the concepts of critical social work to analyze a variety of practice issues

6. Begin an ongoing process of intentional and ongoing theory development

Required textbook

Payne, M. (2013). Modern social work theory (4^th ed). Chicago: Lyceum Books, Inc.

Required readings

Burdge, B. J. (2007). Bending gender, ending gender: Theoretical foundations for social work practice with the transgender community. Social work, 52(3), 243-250.

Burnham, J. (2012). Are you sitting too comfortably? Using the praxis of positioning to move between the activities of therapy-supervision and the identities of therapist-supervisor. Clinical child psychology and psychiatry, 17(2), 171-180.

Dumbrill, G. C., & Green, J. (2008). Indigenous knowledge in the social work academy. Social Work Education, 27(5), 489-503.

Meekosha, H., & Dowse, L. (2007). Integrating critical disability studies into social work education and practice: An Australian perspective. Practice, 19(3), 169-183.

Schiele, J. H. (2017). The Afrocentric paradigm in social work: A historical perspective and future outlook. Journal of Human Behavior in the Social Environment, 27(1-2), 15-26.

Suggested textbooks

Connolly, M., & Harms, L. (2015). Social work: From theory to practice. Cambridge University Press.

Robbins, S., Chatterjee, P., & Canda, E. (Eds.) (2011). Contemporary human behavior theory: A critical perspective for social work (3rd ed.). Boston: Allyn & Bacon

Suggested readings

Gilson, S. F., & DePoy, E. (2002). Theoretical approaches to disability content in social work education. Journal of Social Work Education, 38(1), 153-165.

Mathebane, M. S., & Sekudu, J. (2017). A contrapuntal epistemology for social work: An Afrocentric perspective. International Social Work. Retrieved from http://journals.sagepub.com/doi/10.1177/0020872817702704

McPhail, B. A. (2004). Questioning gender and sexuality binaries: What queer theorists, transgendered individuals, and sex researchers can teach social work. Journal of Gay & Lesbian Social Services, 17(1), 3-21.

Wenger-Nabigon, A. (2010). The Cree medicine wheel as an organizing paradigm of theories of human development. Retrieved from https://zone.biblio.laurentian.ca/bitstream/10219/387/1/NSWJ-V7-art6-p139-161.pdf

Course history:

I always wanted to learn more about Deaf people communities and how to provide the best social work professional services and to work alongside Deaf people. I have extensive experience working with Blind people communities in Ukraine. As I keep making my courses aligned with the Universal Design principles, knowledge of Deaf people communities is instrumental in enhancing the accessibility of post-secondary education and raising awareness about Deaf people communities’ needs. In 2018 I met with the professor who teaches social work with Deaf people in Ukraine, and thanks to Ihor from Ukrainian Catholic University, I got inspired to read more literature on Deaf communities and develop the course in Canada.

I hope more social work students will consider taking the course and learning about Deaf people communities in Canada and internationally. Any suggestions on how to improve the curriculum and to develop instructional materials are welcomed. I will keep updating the course outline to offer in social work programs that currently do not have any Deaf people community and social work practice courses in their curriculum. Students can also do their practicum in organizations serving Deaf communities while developing modules for the course.  Let’s keep social work education accessible to all.

Course designer:

Oleksandr (Sasha) Kondrashov, PhD

Course description:

This course critically examines the social work practice in Deaf People Communities. The course offers students opportunities to explore Deaf culture and recognize ways how to meet Deaf People’s needs.  Students are introduced to the concepts related to Deaf people communities and examine history, models and perspectives on social work practice with Deaf populations. The overview of social service provision and its impact on Deaf people communities and their effects on health and economic well-being is outlined. The course allows students to critically reflect on ways to address trauma and support mental health in Deaf people communities. Discussion is provided on Deaf cultural identity, language, communication channels and help-seeking behaviour among Deaf people. Students have an opportunity to study selected vulnerable Deaf populations and social work practice and policy concerns related to Deaf people communities and plan future actions for social transformation to support Deaf people communities in Canada and internationally.  

Educational Objectives/Learning Outcomes

After this course, the student should be able:

1. To articulate the roles of the social worker in social work practice with Deaf people communities
2. To develop adaptive responses to challenges working with Deaf people commuities
3. To examine the history of Deaf People communities in Canada and internationally.
4. To evaluate federal, provincial, and municipal policy responses to Deaf people communities needs  
5. To promote social work Deaf People communities research
6. To outline social service provision in Deaf people communities to enhance their health, social and economic Well-being.
7. To address trauma and offer adequate mental health supports in Deaf people communities
8. To recognize help-seeking behaviour among Deaf people
9. To determine elements of Deaf education, culture, language and communication channels
10. To analyze selected vulnerable Deaf populations policy, practice and research concerns

Course Materials

Al-Makhamreh, S. (2016). Hearing the voices of young deaf people: Implications for social work practice in Jordan. International Social Work, 59(1), 47-59

Anderson, M. L., Wolf Craig, K. S., & Ziedonis, D. M. (2017). Deaf people’s help-seeking following trauma: Experiences with and recommendations for the Massachusetts behavioral health care system. Psychological Trauma: Theory, Research, Practice, and Policy, 9(2), 239–248. https://doi.org/10.1037/tra0000219

Anderson, M. L., Wolf Craig, K. S., Hall, W. C., & Ziedonis, D. M. (2016). A pilot study of deaf trauma survivors’ experiences: early traumas unique to being Deaf in a hearing world. Journal of Child & Adolescent Trauma, 9(4), 353–358. https://doi.org/10.1007/s40653-016-0111-2

Attfield, K. (2019). Qualitative individual interviews with Deaf people. Social Science Research Methods Foundations. New York: Sage.

Baker-Shenk, C., & Kyle, J.G. (1990). Research with Deaf people: Issues and conflicts. Disability, Handicap & Society, 5(1), 65–75. https://doi.org/10.1080/02674649066780051

Bone, T. A. (2019). No one is listening: Members of the Deaf community share their depression narratives. Social Work in Mental Health, 17(1), 1-22.

Bosteels, S., Vandenbroeck, M., & Van Hove, G. (2018). Put your ears on!: Deaf children’s embodied experiences with human and technological interventions.  Advances in Pediatric Research. https://doi.org/10.12715/apr.2018.5.1

Chapple, R. L. (2019). Culturally responsive social work practice with D/deaf clients. Social Work Education, 38(5), 576–581. https://doi.org/10.1080/02615479.2019.1595569

Cooper, A. E., Rose, J., & Mason, O. (2003). Mental health professionals’ attitudes towards people who are Deaf. Journal of Community & Applied Social Psychology, 13(4), 314–319. https://doi.org/10.1002/casp.725

Crellin, B., Simcock, P., & Bond, J. (2018). Good practice guide for social workers in England and Wales working with adults with acquired hearing loss. Retrieved from https://www.basw.co.uk/system/files/resources/basw_32617-10.pdf

Crowe, T. (2017a). Help-seeking behaviors among urban Deaf and hard-of-hearing adults. Urban Social Work, 1(2), 117–129. https://doi.org/10.1891/2474-8684.1.2.117

Crowe, T. (2017b). You’re Deaf? Breaking through myths for effective therapeutic practice. Journal of Social Work in Disability & Rehabilitation, 16(3–4), 230–246. https://doi.org/10.1080/1536710X.2017.1372239

Darroch, E. (2018). An illusion of inclusion? – Can counselling psychology do more to ensure equality and access to psychological therapies for deaf people, through their work with interpreters? The European Journal of Counselling Psychology, 7(1), 14–30. https://doi.org/10.5964/ejcop.v7i1.157

Desselle, D. D., & Proctor, T. K. (2000). Advocating for the elderly hard-of-hearing population: The Deaf people We ignore. Social Work, 45(3), 277–281. https://doi.org/10.1093/sw/45.3.277

Dockens, A. L. (2018). Deaf culture: Exploring Deaf communities in the United States. Ear and Hearing, 39(1), 188. https://doi.org/10.1097/AUD.0000000000000513

Dostal, H. (2018). Research in Deaf education: Contexts, challenges, and considerations. The Journal of Deaf Studies and Deaf Education, 23(2), 183–184. https://doi.org/10.1093/deafed/enx053

Ferndale, D. (2018). “Nothing about us without us”: Navigating engagement as hearing researcher in the Deaf community. Qualitative Research in Psychology, 15(4), 437–455. https://doi.org/10.1080/14780887.2017.1416802

Frank, A. K. (2016). Deaf seniors: Experiencing oppression. JADARA, 50(2), 45-66.

Friedner, M., & Kusters, A. (2015). It’s a small world: International Deaf spaces and encounters. Gallaudet University Press.

Gertz, G., & Boudreault, P. (Eds.). (2016). The Sage Deaf studies encyclopedia. SAGE reference.

Green, C. M. (2019). Preparing providers and staff to engage in culturally-sensitive interactions with Deaf clients. Retrieved from https://repository.arizona.edu/handle/10150/636610

Harris, J., & Bamford, C. (2001). The uphill struggle: Services for Deaf and hard of hearing people – issues of equality, participation and access. Disability & Society, 16(7), 969–979. https://doi.org/10.1080/09687590120097854

Hiddinga, A., & De Langen, M. (2019). Practices of belonging: Claiming elderly care through deaf citizenship. Citizenship Studies, 23(7), 669–685. https://doi.org/10.1080/13621025.2019.1651086

Holcomb, T. K. (2013). Introduction to American deaf culture. Oxford University Press.

Ikegami, M. (2009). Social workers’ experiences with Deaf and hard of hearing people with mental illness. Retrieved from https://scholarworks.waldenu.edu/dissertations/6906/

Jones, C., Stalker, K., Franklin, A., Fry, D., Cameron, A., & Taylor, J. (2017). Enablers of help-seeking for deaf and disabled children following abuse and barriers to protection: A qualitative study: Enabling protection of deaf and disabled children. Child & Family Social Work, 22(2), 762–771. https://doi.org/10.1111/cfs.12293

Jones, S. (2004). Problematizing the Familiar: Deaf students as researchers of Deaf people. Qualitative Social Work: Research and Practice, 3(1), 27–38. https://doi.org/10.1177/1473325004041130

Kim, E. J., Byrne, B., & Parish, S. L. (2018). Deaf people and economic well-being: Findings from the life opportunities survey. Disability & Society, 33(3), 374–391. https://doi.org/10.1080/09687599.2017.1420631

Klimentová, E., Dočekal, V., & Hynková, K. (2017). Hearing children of Deaf parents – a new social work client group? European Journal of Social Work, 20(6), 846–857. https://doi.org/10.1080/13691457.2017.1320527

Knoors, H., & Marschark, M. (2014). Teaching deaf learners: Psychological and developmental foundations. Oxford University Press.

Kuenburg, A., Fellinger, P., & Fellinger, J. (2016). Health Care Access among Deaf people. Journal of Deaf Studies and Deaf Education, 21(1), 1–10. https://doi.org/10.1093/deafed/env042

Kyle, J. G., & Pullen, G. (1988). Cultures in contact: Deaf and hearing people. Disability, Handicap & Society, 3(1), 49–61. https://doi.org/10.1080/02674648866780041

Ladd, P. (2003). Understanding Deaf culture: In search of deafhood. Multilingual Matters.

Lambez, T., Nagar, M., Shoshani, A., & Nakash, O. (2020). The association between Deaf identity and emotional distress among adolescents. The Journal of Deaf Studies and Deaf Education, 25(3), 251–260. https://doi.org/10.1093/deafed/enz051

Lane, H. L. (2002). Do Deaf people have a disability? Sign Language Studies, 2(4), 356–379. https://doi.org/10.1353/sls.2002.0019

Lee, C., & Pott, S. A. (2018). University students’ attitudes towards deaf people: Educational implications for the future. Deafness & Education International, 20(2), 80–99. https://doi.org/10.1080/14643154.2018.1438777

Leigh, I., & Andrews, J. F. (2016). Deaf people and society: Psychological, sociological and educational perspectives. Routledge.

Lev-Wiesel, R., & Yosipov-Kaziav, J. (2005). Deafness as reflected in self-figure drawings of Deaf people. Journal of Developmental and Physical Disabilities, 17(2), 203–212. https://doi.org/10.1007/s10882-005-3689-0

Luey, H. S., Glass, L., & Elliott, H. (1995). Hard-of-hearing or deaf: Issues of ears, language, culture, and identity. Social Work, 40(2), 177-182.

Marschark, M., & Spencer, P. E. (Eds.). (2003). Oxford handbook of deaf studies, language, and education. Oxford University Press.

Marschark, M., Lampropoulou, V., & Skordilis, E. K. (Eds.). (2016). Diversity in Deaf education. Oxford University Press.

Martins, P. R. (2016). Engaging the d/Deaf Audience in Museums: A Case Study at the Calouste Gulbenkian Museum. Journal of Museum Education, 41(3), 202–209. https://doi.org/10.1080/10598650.2016.1193316

Moores, D. F., & Martin, D. S. (Eds.). (2006). Deaf learners: Developments in curriculum and instruction. Gallaudet University Press.

Mounty, J. (2016). Deaf mental health care ed. By Neil S. Glickman. Sign Language Studies, 16(3), 433–437. https://doi.org/10.1353/sls.2016.0009

O’Brien, D. (2020). Mapping Deaf academic spaces. Higher Education. https://doi.org/10.1007/s10734-020-00512-7

Parratt, D. (1995). Working with Deaf people. Disability & Society, 10(4), 501–520. https://doi.org/10.1080/09687599550023471

Power, M. R., Power, D., & Horstmanshof, L. (2006). Deaf people communicating via SMS, TTY, Relay Service, Fax, and Computers in Australia. Journal of Deaf Studies and Deaf Education, 12(1), 80–92. https://doi.org/10.1093/deafed/enl016

Pray, J. L., & Jordan, I. K. (2010). The Deaf community and culture at a crossroads: Issues and challenges. Journal of Social Work in Disability & Rehabilitation, 9(2–3), 168–193. https://doi.org/10.1080/1536710X.2010.493486

Rogers, K. D., Dodds, C., Campbell, M., & Young, A. (2018). The validation of the Short Warwick-Edinburgh Mental Well-Being Scale (SWEMWBS) with Deaf British Sign Language users in the UK. Health and Quality of Life Outcomes, 16(1), 145. https://doi.org/10.1186/s12955-018-0976-x

Sacks, O. (1990). Seeing voices: A journey into the world of the Deaf (1st Harper Perennial ed). HarperCollins.

Schwartz, M. A. (2018). Providing effective communication access for Deaf people: An insider’s perspective. Białostockie Studia Prawnicze, 4(23), 35-42.

Singer, S. J., & Vroman, K. M. J. (2019). Deaf: A culturally-sustaining philosophy for Deaf education. In D. R. Ford (Ed.), Keywords in Radical Philosophy and Education (pp. 98–115). Brill | Sense. https://doi.org/10.1163/9789004400467_008

Sussman, A. E., & Stewart, L. G. (1971). Counseling with Deaf people. Retrieved from https://eric.ed.gov/?id=ED058689

Verdú, E., Pelayo G-Bustelo, C., Sánchez, Á. M., & Gonzalez-Crespo, R. (2017). A system to generate signwriting for video tracks enhancing accessibility of Deaf people. International Journal of Interactive Multimedia and Artificial Intelligence, 4(6), 109. https://doi.org/10.9781/ijimai.2017.09.002

Watkins, S., Pittman, P., & Walden, B. (1998). The Deaf mentor experimental project for young children who are Deaf and their families. American Annals of the Deaf, 143(1), 29–34. https://doi.org/10.1353/aad.2012.0098

Young, A., & Hunt, R. (2011). Research with d/Deaf people. Retrieved from http://eprints.lse.ac.uk/41800/

Young, A., Ferguson-Coleman, E., & Keady, J. (2016). Understanding dementia: Effective information access from the Deaf community’s perspective. Health & Social Care in the Community, 24(1), 39–47. https://doi.org/10.1111/hsc.12181

Young, A., Hunt, R., Loosemore-Reppen, G., McLauglin, H., & Mello-Baron, S. (2004). A profile of 15 social work services with Deaf and hard of hearing people in England. 22(1), 16.

Young, A., Oram, R., & Napier, J. (2019). Hearing people perceiving deaf people through sign language interpreters at work: On the loss of self through interpreted communication. Journal of Applied Communication Research, 47(1), 90–110. https://doi.org/10.1080/00909882.2019.1574018

Student Evaluation & Assessment

Course history:

I start thinking about sharing social work practice in a long term care course curriculum in June 2020 after listening to the presentation of the social worker in long term care in Ontario. It was an inspiration to listen to the dedicated professional offering critical long term care services to vulnerable adults and prompted me to think about how I can improve the current state of long term care in Canada.

My initial interest in long term care social work practice started in 2001 when I visited Holy Family Nursing Home and spent time listening to the stories of the residents. I thought social workers are the best professionals to support people in long term care, but later I found very few long term care facilities hire social workers. My students also lack an understanding of the long term care system in Canada. I am grateful that one of the faculty members and a very caring friend of mine shared stories about long term care.

This course was recently inspired by the WLU student who wanted to take a directed studies course in long term care. I will keep updating the course outline to offer in social work programs that currently do not have any long term care social work practice courses in their social work curriculum. Students can also do their practicum in long term care facilities while developing modules for the course.

Course designer:

Oleksandr (Sasha) Kondrashov, PhD

Course description:

This course critically examines the social work practice in long term care in Canada. The course offers students opportunities to create tools to protect vulnerable groups in long term care and provides an overview of the profession’s role and purpose to improve the long term care delivery system in Canada and internationally.  The students are introduced to the long term care continuum of services and theoretical models and practice frameworks to deliver long-term care services. The history of long term care social work in Canada is highlighted with an overview of the long term care Canadian and international policy and financing. Students learn about ethical decision-making and protection of the vulnerable populations in long term care. The course offers a thorough examination of family and social worker roles in providing long term care services and practicing skills to prevent professional burnout and promote quality of life. Students can research social work practice and policy concerns related to the long term care and its impacts on vulnerable older adults.

Educational Objectives/Learning Outcomes

After this course, the student should be able:

1. To articulate the roles of the social worker in long term care
2. To develop adaptive responses to challenges working in long term care facilities
3. To examine strategies for ethical decision making in planning long term care
4. To outline social work roles to work in long term care
5. To discuss the benefits and limitations of the use of technology in long term care facilities.
6. To develop a professional response to address funding concerns and standards in Canadian long term care.
7. To recognize the importance of long term care options for older adults.
8. To advocate for the inclusion of socially vulnerable groups in long term care planning
9. To examine the history of long term care in Canada
10. To evaluate federal, provincial, and municipal policy responses to long term care needs of older adult
11. To promote social work long term care research

Course Materials

Arcus, S. G. (1999). The long-term care Ombudsman program: A social work perspective. Journal of Gerontological Social Work, 31(1–2), 195–205. https://doi.org/10.1300/J083v31n01_11

Armstrong, P. (2020). Restoring Trust: COVID-19 and The Future of Long-Term CareA Policy Briefing by the Working Group on Long-Term Care. Retrieved from https://rsc-src.ca/en/restoring-trust-covid-19-and-future-long-term-care

Banerjee, A.. (2007). An overview of long term care in Canada and selected provinces and territories”. Women and Health Care Reform. Retrieved from http://www.womenandhealthcarereform.ca/publications/banerjee_overviewLTC.pdf

Berkman, B. J., Gardner, D. S., Zodikoff, B. D., & Harootyan, L. K. (2005). Social Work in Health Care with Older Adults: Future Challenges. Families in Society: The Journal of Contemporary Social Services, 86(3), 329–337. https://doi.org/10.1606/1044-3894.3430

Block, S., & Dhunna, S. (2020). What does it cost to care? Improving wages and staffing levels in Ontario’s long-term care facilities. Canadian Center for Policy Alternatives https://www.policyalternatives.ca/publications/reports/what-does-it-cost-to-care

Boscart, V., McCleary, L., Huson, K., Sheiban, L., & Harvey, K. (2017). Integrating gerontological competencies in Canadian health and social service education: An overview of trends, enablers, and challenges. Gerontology & geriatrics education, 38(1), 17-46.

Bourgeault, I. L., Atanackovic, J., Rashid, A., & Parpia, R. (2010). Relations between Immigrant Care Workers and Older Persons in Home and Long-Term Care. Canadian Journal on Aging / La Revue Canadienne Du Vieillissement, 29(1), 109–118. https://doi.org/10.1017/S0714980809990407

Czaja, S. J. (2016). Long-term care services and support systems for older adults: The role of technology. American Psychologist, 71(4), 294–301. https://doi.org/10.1037/a0040258

Decker, C. L., & Adamek, M. E. (2004). Meeting the Challenges of Social Work Research in Long-Term Care. Social Work in Health Care, 38(3), 47–65. https://doi.org/10.1300/J010v38n03_03

Dhooper, S. S. (2011). Social work in health care: Its past and future (Vol. 33). Sage Publications. Chapter 7

Elliott, S., Golds, S., Sissons, I., & Wilson, H. (2015). Long-term care: a review of global funding models. British Actuarial Journal, 20(1), 167-208.

Gao, G. I.-A. (n.d.). Indigenous Peoples’ Self-determination and Long- term Care: Sápmi and Nunavut. 40.

Gerling, K., Hebesberger, D., Dondrup, C., Körtner, T., & Hanheide, M. (2016). Robot deployment in long-term care: Case study on using a mobile robot to support physiotherapy. Zeitschrift Für Gerontologie Und Geriatrie, 49(4), 288–297. https://doi.org/10.1007/s00391-016-1065-6

Geron, S. M. (1998). Assessing the Satisfaction of Older Adults With Long-Term Care Services: Measurement and Design Challenges for Social Work. Research on Social Work Practice, 8(1), 103–119. https://doi.org/10.1177/104973159800800108

Hanson, L. C., Eckert, J. K., Dobbs, D., Williams, C. S., Caprio, A. J., Sloane, P. D., & Zimmerman, S. (2008). Symptom Experience of Dying Long-Term Care Residents. Journal of the American Geriatrics Society, 56(1), 91–98. https://doi.org/10.1111/j.1532-5415.2007.01388.x

Kane, M. N. (1999). Factors Affecting Social Work Students’ Willingness to Work with Elders with Alzheimer’s Disease. Journal of Social Work Education, 35(1), 71–85. https://doi.org/10.1080/10437797.1999.10778948

Kane, R. L., & Kane, R. A. (2001). What older people want from long-term care, and how they can get it. Health Affairs, 20(6), 114–127. https://doi.org/10.1377/hlthaff.20.6.114

Lai, D. W. L. (2008). Intention of use of long-term care facilities and home support services by Chinese-Canadian family caregivers. Social Work in Health Care, 47(3), 259–276. https://doi.org/10.1080/00981380801985382

Levine, C., Halper, D., Peist, A., & Gould, D. A. (2010). Bridging troubled waters: Family caregivers, transitions, and long-term care. Health Affairs, 29(1), 116–124. https://doi.org/10.1377/hlthaff.2009.0520

Malench, S. S. (2004). Family and social work roles in the long-term care facility. Journal of Gerontological Social Work, 43(1), 49–60. https://doi.org/10.1300/J083v43n01_05

Martin, D., Miller, A. P., Quesnel-Vallée, A., Caron, N. R., Vissandjée, B., & Marchildon, G. P. (2018). Canada’s universal health-care system: Achieving its potential. The Lancet, 391(10131), 1718–1735. https://doi.org/10.1016/S0140-6736(18)30181-8

McDonough, K. E., & Davitt, J. K. (2011). It takes a village: Community practice, social work, and aging-in-place. Journal of Gerontological Social Work, 54(5), 528–541. https://doi.org/10.1080/01634372.2011.581744

McGrail, K. M., McGregor, M. J., Cohen, M., Tate, R. B., & Ronald, L. A. (2007). For-profit versus not-for-profit delivery of long-term care. Cmaj, 176(1), 57-58.

Mois, G., & Fortuna, K. L. (2020). Visioning the future of gerontological digital social work. Journal of Gerontological Social Work, 63(5), 412–427. https://doi.org/10.1080/01634372.2020.1772436

Moody, H. R. (1983). Ethical dilemmas in long-term care  Journal of Gerontological Social Work, 5(1–2), 97–111. https://doi.org/10.1300/J083V05N01_06

Munn, J. C., & Adorno, G. (2008). By invitation only: Social work involvement at the End of Life in Long-Term Care. Journal of Social Work in End-Of-Life & Palliative Care, 4(4), 333–357. https://doi.org/10.1080/15524250903081491

Munn, J. C., & Zimmerman, S. (2006). A good death for residents of long-term care: Family members speak. Journal of Social Work in End-Of-Life & Palliative Care, 2(3), 45–59. https://doi.org/10.1300/J457v02n03_05

Munn, J. C., Zimmerman, S., Hanson, L. C., Williams, C. S., Sloane, P. D., Clipp, E. C., Tulsky, J. A., & Steinhauser, K. E. (2007). Measuring the quality of dying in long-term care. Journal of the American Geriatrics Society, 55(9), 1371–1379. https://doi.org/10.1111/j.1532-5415.2007.01293.x

Nakashima, M., Chapin, R. K., Macmillan, K., & Zimmerman, M. (2005). Decision making in long-term care: Approaches used by older adults and implications for social work practice. Journal of Gerontological Social Work, 43(4), 79–102. https://doi.org/10.1300/J083v43n04_06

NASW (2003). NASW Standards for Social Work Services in Long-Term Care Facilities. Retrieved from. https://www.socialworkers.org/LinkClick.aspx?fileticket=cwW7lzBfYxg%3D&portalid=0

National Institute on Aging (2019). Enabling the Future Provision of Long-Term Care in Canada. Retrieved from http://krasun.ca/wp-content/uploads/2020/08/e3f62-enablingthefutureprovisionoflong-termcareincanada.pdf

Parish, S. L., & Lutwick, Z. E. (2005). A critical analysis of the emerging crisis in long-term care for people with developmental disabilities. Social Work, 50(4), 345–354. https://doi.org/10.1093/sw/50.4.345

Perrin, N., & Polowy, J. (2008). The role of the social worker in the long term care facility. Retrieved from https://health.mo.gov/seniors/ombudsman/pdf/RoleLTCsocialworker.pdf

Rai, G. (2010). Burnout among long-term care staff. Administration in Social Work, 34(3), 225–240. https://doi.org/10.1080/03643107.2010.480887

Richards, M. (2005). Spirituality and social work in long-term care. Journal of Gerontological Social Work, 45(1–2), 173–183. https://doi.org/10.1300/J083v45n01_10

Simons, K., Shepherd, N., & Munn, J. (2008). Advancing the evidence base for social work in long-term care: The disconnect between practice and research. Social Work in Health Care, 47(4), 392–415. https://doi.org/10.1080/00981380802258458

Solomon, R. (2004). The role of the social worker in long-term care. Journal of Gerontological Social Work, 43(2–3), 187–202. https://doi.org/10.1300/J083v43n02_13

Stein, G. L., Beckerman, N. L., & Sherman, P. A. (2010). Lesbian and gay elders and long-term care: Identifying the unique psychosocial perspectives and challenges. Journal of Gerontological Social Work, 53(5), 421–435. https://doi.org/10.1080/01634372.2010.496478

Super, N., Burstein, A., Davis, J., & Servat, C. (2020). Innovative strategies to finance and deliver long-term care. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3663471

Tang, S. Y., & Browne, A. J. (2008). ‘Race’ matters: Racialization and egalitarian discourses involving Aboriginal people in the Canadian health care context. Ethnicity & Health, 13(2), 109–127. https://doi.org/10.1080/13557850701830307

Taylor, B. J. (2006). Professional perspectives on decision making about the long-term care of older people. British Journal of Social Work, 36(5), 807–826. https://doi.org/10.1093/bjsw/bch322

Student Evaluation & Assessment

Course history:

The course has a long history of design and delivery. The first version of the course I developed in 2005 when I co-taught my first course at the University of Manitoba on international and local community social work practice. Then some elements of the course became a critical component of FMLY 1012 Introduction to Social Development and FMLY 2012 Conflict Development and Displacement at the Family Social Sciences Department at the University of Manitoba and SOCW 2130 Comparative Social Welfare. Later I had an opportunity to teach the course at the Dalhousie University both on undergraduate and graduate levels SLWK 3120 and SLWK 5120 International Social Work. I also once delivered the course at TRU SOCW 4800 International Social Work. I also taught this course Mizhnarodna Sotsialna Robota at Cherkasy National University in Ukraine which mean this is one of the few courses I have design in both Ukrainian and English and delivered in two countries. If anyone interested to collaborate on next version of the course please feel free to contact me.

Course designer:

Oleksandr (Sasha) Kondrashov, PhD

Course description:

Students are introduced to the field of international social work. Current global social welfare issues and challenges are critically explored and discussed, including global Indigenous issues and development approaches of different countries. Students complete an in-depth examination of the economic, political, social, and cultural dimensions of globalization. Implications for international social work and its social justice and anti-oppressive mandate are analyzed by addressing complex global issues such as disaster relief and humanitarian aid, human trafficking, and forced migration of people. The impact of political, social, economic, cultural, religious, and environmental influences on human rights, social and economic justice, social policies, and service delivery are explored. The role of social work in facilitating international social development is examined in local and global contexts. 

The purpose of this course is to introduce students to the various “worlds” of social work practice throughout the globe. Students are provided with theoretical and practice grounding regarding development issues and social welfare systems within a global context. As a class, we will explore numerous case analyses of social work around the world, highlighting similar and distinct approaches to carrying out our profession. It is hoped that students develop an appreciation of the many roles and responsibilities attached to social workers within the international arena, as well as the numerous contexts in which social workers practice. The course will encourage the development of a critical and reflective stance towards the ways social work is done in a global world and foster a sense of interconnection between what is domestic and what is international.

Educational Objectives/Learning Outcomes

At the conclusion of this course, the student should be able to:

• Understand the major current influences on social work in what has been categorized as “developed” and “developing” nations, as well as exploring such categorizations.
• Explore issues of world poverty, social justice, and possibilities/responsibilities for action
• Foster a ‘state of the planet’ consciousness, cross-cultural awareness and knowledge of global dynamics
• Demonstrate an ability to critically analyze the various methods of international development and the roles played out by social workers.
• Explore some of the ethical considerations of social work at the international level
• Incorporate fundamental concerns for social justice by breaking away from the narrow definition of social work
• Describe the international dimensions of social work and the connections between the local and global.
• Identify the contemporary international issues and their implications for social work, and of competing perspectives on globalization.
• Describe and incorporate theoretical perspectives of race, space, nation and citizenship into the current discourse of international social work.
• Describe and analyze the global Indigenous perspectives and the functions and contributions of social work in various regions of the world.
• Describe and analyze the complex value and ethical dilemmas inherent in national and international social work practice.

Course Materials

• Cox, D., & Pawar, M. (2012). International social work: Issues, strategies and programs. London: Sage Publications (Chapter 2)
• Gray, M. (2005). Dilemmas of international social work: Paradoxical processes in indigenisation, universalism and imperialism. International Journal of Social Welfare, 14(3), 231-238.
• Healy, L. M. (2008). International social work: Professional action in an interdependent world. Oxford University Press (Chapter 9)
• Heron, B. (2007). Desire for development: Whiteness, gender, and the helping imperative. Wilfrid Laurier Univ. Press. (Chapter 2)
• Ives, N., Denov, M., & Sussman, T. (2015). Introduction to social work in Canada: Histories, contexts, and practices. Don Mills, ON: Oxford University Press. (Chapter 13)
• Mapp, S. C. (2014). Human rights and social justice in a global perspective: An introduction to international social work. Oxford University Press. (Appendix A)
• Mapp, S., & Gatenio Gabel, S. (2019). Educating students on international social work issues in US social work programs: How is it done?. Journal of Social Work Education, 55(2), 238-250.
• Pashang, S., & Gruner, S. (2015). Roots and routes of displacement and trauma: From analysis to advocacy and policy to practice. Rock’s Mills Press. (Chapter 1)

Student Evaluation & Assessment

Course designers:

Oleksandr (Sasha) Kondrashov, PhD

Jeanne Albutra, BSW(c)

Course description:

This course critically examines the social work responses to the pandemic, with a specific focus on COVID-19. Students can research social work responses to keep individuals, groups, families and communities together despite social distancing. The course offers students opportunities to create tools to protect vulnerable groups during pandemic and provides an overview of the profession’s role and purpose in fighting the pandemic. It uses the World Health Organization framework to develop preparedness and mitigation strategies and to research how social workers can support communities both locally and globally during and after the pandemic.

Educational Objectives/Learning Outcomes

At the conclusion of this course, the student should be able:

1. To articulate the roles of social worker during pandemic
2. To develop adaptive responses to pandemic challenges
3. To prepare emergency response action plans for human service organizations during and after the pandemic
4. To describe what strategies should be used to communicate risk and engage communities to detect, prevent and respond to pandemic
5. To examine strategies for preventing and controlling pandemic.
6. To outline social work direct practice skills and hygiene measures to protect community members against pandemic
7. To discuss the WHO Operational Planning Guidelines to Support Country Preparedness and Response through social work values.
8. To develop a professional response to ethical dilemmas during the pandemic
9. To recognize the importance of physical distancing during pandemic
10. To offer professional support to human service professionals in different practice settings (e.g. Schools, Hospitals etc) during pandemic operations.
11. To advocate for the inclusion of socially vulnerable groups in pandemic planning
12. To use online social networks to provide access to credible information and respond to infodemic concerns
13. To examine the history of global pandemics
14. To evaluate federal, provincial, and municipal policy responses to pandemic
15. To promote social work pandemic research

Course Materials

Aiello, A., Khayeri, M. Y.-E., Raja, S., Peladeau, N., Romano, D., Leszcz, M., Maunder, R. G., Rose, M., Adam, M. A., Pain, C., Moore, A., Savage, D., & Schulman, R. B. (2011). Resilience Training for Hospital Workers in Anticipation of an Influenza Pandemic: Journal of Continuing Education in the Health Professions, 31(1), 15–20. https://doi.org/10.1002/chp.20096

Al-garadi, M. A., Khan, M. S., Varathan, K. D., Mujtaba, G., & Al-Kabsi, A. M. (2016). Using online social networks to track a pandemic: A systematic review. Journal of Biomedical Informatics, 62, 1–11. https://doi.org/10.1016/j.jbi.2016.05.005

Anna C. Mastroianni. (2009). Slipping through the net: Social vulnerability in pandemic planning. Hastings Center Report, 39(5), 11–12. https://doi.org/10.1353/hcr.0.0186

Barrett, R., & Brown, P. J. (2008). Stigma in the time of influenza: Social and institutional responses to pandemic emergencies. The Journal of Infectious Diseases, 197(s1), S34–S37. https://doi.org/10.1086/524986

Baum, N. M., Jacobson, P. D., & Goold, S. D. (2009). “Listen to the people”: Public deliberation about social distancing measures in a pandemic. The American Journal of Bioethics, 9(11), 4–14. https://doi.org/10.1080/15265160903197531

Braunack-Mayer, A. J., Street, J. M., Rogers, W. A., Givney, R., Moss, J. R., & Hiller, J. E. (2010). Including the public in pandemic planning: A deliberative approach. BMC Public Health, 10(1), 501. https://doi.org/10.1186/1471-2458-10-501

Cauchemez, S., Ferguson, N. M., Wachtel, C., Tegnell, A., Saour, G., Duncan, B., & Nicoll, A. (2009). Closure of schools during an influenza pandemic. The Lancet Infectious Diseases, 9(8), 473–481. https://doi.org/10.1016/S1473-3099(09)70176-8

Chapter 2 from Waldman, E., & Glass, M. (Eds.). (2019). A Field Manual for Palliative Care in Humanitarian Crises. Oxford University Press. Retrieved from https://oxfordmedicine.com/view/10.1093/med/9780190066529.001.0001/med-9780190066529-chapter-2

DeBruin, D., Liaschenko, J., & Marshall, M. F. (2012). Social Justice in Pandemic Preparedness. American Journal of Public Health, 102(4), 586–591. https://doi.org/10.2105/AJPH.2011.300483

Delaney, B. (2020). Pandemic: Netflix’s new series about global outbreaks is eerily timed, and moved me to tears. The Guardian. Retrieved from https://www.theguardian.com/tv-and-radio/2020/feb/05/pandemic-netflixs-new-series-about-global-outbreaks-is-eerily-timed-and-moved-me-to-tears

Dominelli, L. (2020). Social work during a health pandemic. Retrieved from https://www.iassw-aiets.org/wp-content/uploads/2020/03/Social-Work-in-Times-of-the-Covid-19-Pandemic-18-March-20-1.pdf

Drolet, J., Ayala, J., Pierce, J., Giasson, F., & Kang, L. (2013). Influenza “A” H1N1 pandemic planning and response: The role of Canadian social work field directors and coordinators. Canadian Social Work Review/Revue canadienne de service social, 49-63.

Emanuel, E. J., Persad, G., Upshur, R., Thome, B., Parker, M., Glickman, A., … & Phillips, J. P. (2020). Fair allocation of scarce medical resources in the time of Covid-19. Retrieved from https://www.nejm.org/doi/full/10.1056/NEJMsb2005114

Glass, R. J., Glass, L. M., Beyeler, W. E., & Min, H. J. (2006). Targeted social distancing design for pandemic influenza. Emerging Infectious Diseases, 12(11), 11.

Jordan, D. (n.d.). The deadliest flu: The complete story of the discovery and reconstruction of the 1918 pandemic virus. Retrieved from https://www.cdc.gov/flu/pandemic-resources/reconstruction-1918-virus.html

Kondrashov, O. (2020). Remote learning practicum discussion topics and learning activities. The SW Educator. Retrieved from https://krasun.ca/remote-learning-practicum-discussion-topics-and-learning-activities/

Kotalik, J. (2005). Preparing for an influenza pandemic: Ethical issues. Bioethics, 19(4), 422–431. https://doi.org/10.1111/j.1467-8519.2005.00453.x

Marshall, C. S., Yamada, S., & Inada, M. K. (2008). Using problem-based learning for pandemic preparedness. The Kaohsiung Journal of Medical Sciences, 24(3), S39–S45. https://doi.org/10.1016/S1607-551X(08)70093-7

Maunder, R. G., Leszcz, M., Savage, D., Adam, M. A., Peladeau, N., Romano, D., Rose, M., & Schulman, R. B. (2008). Applying the lessons of SARS to pandemic influenza: An evidence-based approach to mitigating the stress experienced by healthcare workers. Canadian Journal of Public Health, 99(6), 486–488. https://doi.org/10.1007/BF03403782

Netflix (2020). Pandemic: How to prevent an outbreak. Retrieved from https://www.netflix.com/ca/title/81026143

PBS (2010).American experience: Influenza 1918. Retrieved from https://www.pbs.org/video/american-experience-influenza-1918/

Quiñones, L.A. (2020). Social work in a time of pandemic. The New Social Worker. Retrieved from https://www.socialworker.com/feature-articles/practice/social-work-in-time-of-pandemic/

Reissman, D. B., Watson, P. J., Klomp, R. W., Tanielian, T. L., & Prior, S. D. (2006). Pandemic influenza preparedness: Adaptive responses to an evolving challenge. Journal of Homeland Security and Emergency Management, 3(2). https://doi.org/10.2202/1547-7355.1233

Rosoff, P. M. (2008). The ethics of care: Social workers in an influenza pandemic. Social Work in Health Care, 47(1), 49–59. https://doi.org/10.1080/00981380801970814

Rowan, D., Kabwira, D., Mmatli, T., Rankopo, M., & Long, D. D. (2012). Using video as pedagogy for globally connected learning about the Hiv/Aids pandemic. Journal of Social Work Education, 48(4), 691–706. https://doi.org/10.5175/JSWE.2012.201100113

Sadique, M. Z., Adams, E. J., & Edmunds, W. J. (2008). Estimating the costs of school closure for mitigating an influenza pandemic. BMC Public Health, 8(1), 135. https://doi.org/10.1186/1471-2458-8-135

Uscher-Pines, Lori., Duggan, P. S., Garoon, J. P., Karron, R. A., & Faden, R. R. (2007). Planning for an influenza pandemic: Social justice and disadvantaged groups. Hastings Center Report, 37(4), 32–39. https://doi.org/10.1353/hcr.2007.0064

Vaughan, E., & Tinker, T. (2009). Effective health risk communication about pandemic influenza for vulnerable populations. American Journal of Public Health, 99(S2), S324–S332. https://doi.org/10.2105/AJPH.2009.162537

WHO (2020a). Emerging respiratory viruses, including COVID-19: methods for detection, prevention, response and control (Module C and D). Retrieved from https://openwho.org/courses/introduction-to-ncov

WHO (2020b). ePROTECT Respiratory Infections (Module 3 and 4). Retrieved from https://openwho.org/courses/eprotect-acute-respiratory-infections

WHO (2020c).COVID-19: Operational planning guidelines and COVID-19 partners platform to support country preparedness and response. Retrieved from https://openwho.org/courses/UNCT-COVID19-preparedness-and-response-EN

Worldwide hospice and palliative care alliance (2020). COVID-19 Resources. Retrieved from http://www.thewhpca.org/covid-19

Student Evaluation & Assessment

Course units and lecture materials:

Unit 1: Introduction to Pandemic Social Work: Course Design

Unit 1: Youtube Channel

Unit 2: Pandemic Social Work Fields of Practices

Unit 3: History and Theory of Pandemic Social Work

Unit 4: Infodemiology and Infoveillance: The use of social media and online data in planning pandemic social work response

Unit 5: Social Work Micro Skills to Support Community Members before, during and after Pandemic: World Health Organization and Palliative Care perspectives

Unit 6: Physical (Social) Distancing and Pandemic: Preparing the public in your community.

Unit 7: Stigma, Social Justice and Pandemic Response

Unit 8: Vulnerability, Social Work Ethics and Response to Pandemic

Unit 9: Social Work Field Educators Response to Pandemic

Unit 10: School Social Worker Response to Pandemic

Unit 11: Health Social Worker Response to Pandemic

Unit 12: Social Policy Response to Pandemic (Discussion: The Oxford Supertracker)

Unit 13: Social Work Research Response to Pandemic (Discussion: Pandemic Social Work Research Lab)

Dan Coburg Fostering Resilience in Times of Pandemic

Here are some resources we compiled to support first responders. Please let us know what type of resources you are interested and we will compile them for future classes:

MHFRMP Websites

https://docs.google.com/document/d/1BLpRDwyAoJfPC-TI9fgYRhJVpUdVRr_7GCSoZ8G7X9s/edit?usp=sharing

MHFRMP Social Media accounts (Facebook, Twitter, Instagram)

MHFRMP YouTube Playlist

Facebook groups to support first responders: https://docs.google.com/document/d/147_isJvYCsP6JLZhU1F6H2-RzpURk0Q5U7v9gT83Wcw/edit?usp=sharing 

Podcasts for first responders and their supporters. 

Please feel free to add your favourite resources to the lists so we can build the resource database together

Goal

The purpose of this assignment is to design an individual research in the area of students’ interest. The paper addresses specific social policy concern. The student applies the CASW (2005) Code of Ethics/TRC Call for Action to evaluate the effectiveness of a selected piece of Canadian legislation that is designed to address social policy concern and suggest an alternative way (if needed) to discuss the selected social policy that is consistent with CASW (2005) values.

Procedure

You are required to research existing social policy concern from current Canadian legislation that requires change in one of the following areas of social policy:

• Availability refers to the presence or perceived presence of a service.
• Accessibility refers to potential participants’ ability to use services.
• Acceptability refers to the degree to which participants feel that they can use the services.
• Affordability of services includes both tangible and intangible costs to participants for use.
• Appropriateness of services refers to whether the assistance is the right kind for the participants.
• Adequacy of service relates to the quality and completeness of service according to the level of diversity and need.

The introduction section of your research paper should provide a detailed roadmap for your writing with an emphasis on what social policy concern, target population, geographic location and piece of Canadian legislation you will focus in your research. Please answer the following fundamental question in this section of your paper: What specific social policy concern for selected target population in specific geographic location will you analyze using the selected Act? The answer to this question will form your thesis statement (what) part. The second part of your thesis statement (so what) will refer to your argument. You can choose to write whether the selected piece of Canadian legislation provides available, accessible, acceptable, affordable, appropriate, or adequate (choose at least one A word) service for your specific target population in selected geographic location to address the selected social policy concern. The introduction section of the paper should also define the key terms which are used in the paper. Make sure your selected social policy concern is very precise to focus your paper. The introduction section of your paper should be within 400-500 words.

The next section of your paper should describe the historical context: when, why and how the selected social policy concern was incorporated in the Act. You should also provide the history of addressing the selected social policy concern for specific target population in your specific geographic location. Please use credible sources to support your analyses. It is important to have a strong understanding of the development of Canadian welfare state to complete this portion of assignment. This section of the paper should be within 500-600 words.

The next section of your paper should state the contemporary perspective on the selected social policy concern and answer key questions: Has the current perspective changed from the original way of addressing the social policy concern? If yes, please explain how and why? If no, please explain why? This section of the paper should be within 400-600 words.

For the final part of the body of your paper, please read the CASW (2005) Code of Ethics and TRC Calls to Action summary:

• Canadian Association of Social Workers/Association Canadienne des Travailleuses Sociaux (2005). Code of ethics, Ottawa: Author. Retrieved from http://www.casw-acts.ca/practice/code3_e.html
• Truth and Reconciliation Canada. (2015). Honouring the truth, reconciling for the future: Summary of the final report of the Truth and Reconciliation Commission of Canada. Winnipeg: Truth and Reconciliation Commission of Canada. Retrieved from http://www.trc.ca/websites/trcinstitution/File/2015/Honouring_the_Truth_Reconciling_for_the_Future_July_23_2015.pdf

Please analyze the implication the selected policy concern has on social work practice referencing the CASW 2005 Code of Ethics and TRC Call to Action Report (if applicable). The key question which you need to address in this section is how does the selected Act help to address the selected social policy concern based on the Code of Ethics values and TRC recommendations? This is a section of your paper where you explore your argument and provide a suggestion on how to address the selected social policy concern that follows the CASW (2005) values and TRC recommendations (400-800 words).

Please do not forget to include the conclusion in your paper, summarizing key findings and presenting some ideas for future research (300-500 words).

Your research paper should follow an essay style format (Introduction, body and conclusion) and all references should be cited using the latest edition of the APA style. The length of your paper (without a title page and reference page) should be within 2000-3000 words. Please remember that you need to support all your statements in your paper using information from academically credible sources. Academic source constitutes any peer-reviewed academic journal article, book or government report in the area of your selected social policy concern/social welfare program. There are no limits on how many sources should be used in the paper, however, to achieve grade B and higher the student should use at least seven academic sources in their research paper. There are no maximum referencing requirements. Please do not use reflective I statement in your academic writing. Papers with numerous reflective I statements will not receive a passing grade, even if all assignment requirements have been followed. The paper should be presented as a research paper, not a reflection paper. If you do not have proper APA in text citation for all the sources you have used in writing your paper 0% will be assigned for your work.

• Adichie, C. N. (2012). We should all be feminists [Video]. TED Conferences. https://www.ted.com/talks/chimamanda_ngozi_adichie_we_should_all_be_feminists
• Adichie, C. N. (2009). The danger of a single story [Video]. TED Conferences. https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story
• Barker, G. (2024). A reframing of masculinity, rooted in empathy [Video]. TED Conferences. https://www.ted.com/talks/gary_barker_a_reframing_of_masculinity_rooted_in_empathy
• Barmak, S. (2019). The uncomplicated truth about women’s sexuality [Video]. TED Conferences. https://www.youtube.com/watch?v=SkB4gG8ke7Q
• Brown, B. (2010). The power of vulnerability [Video]. TED Conferences. https://www.ted.com/talks/brene_brown_the_power_of_vulnerability
• Buddi, S. (2018). The power of youth – Changing the world [Video]. TEDxCapeMay. https://www.ted.com/talks/sanjana_buddi_the_power_of_youth_changing_the_world
• Carter, R. (2017). Tackling gender inequality [Video]. TED Conferences. https://www.ted.com/talks/rosie_carter_tackling_gender_inequality
• Crenshaw, K. (2016). The urgency of intersectionality [Video]. TED Conferences. https://www.ted.com/talks/kimberle_crenshaw_the_urgency_of_intersectionality
• Delle, S. (2017). There is no shame in taking care of your mental health [Video]. TEDGlobal. https://www.ted.com/talks/sangu_delle_there_s_no_shame_in_taking_care_of_your_mental_health
• Esmaeili, D. (2021). Educate women and save the world [Video]. TEDx Talks. https://www.ted.com/talks/dorsa_esmaeili_educate_women_and_save_the_world
• Green, M. (2018). The global goals we’ve made progress on — and the ones we haven’t [Video]. TED Conferences. https://youtu.be/N3SQlrmV1cE
• Hjalsted, A. (2022). Defining sustainability: Absolutely [Video]. TEDx Talks. https://www.youtube.com/watch?v=B-dCmbViDEQ
• Jones, L. A. (2018). Get comfortable with being uncomfortable [Video]. TED Conferences. https://www.youtube.com/watch?v=QijH4UAqGD8
• Kaplowitz, L. S. (2022). Advancing women by redistributing the housework, one son at a time [Video]. TEDxRutgers. https://www.ted.com/talks/lisa_s_kaplowitz_advancing_women_by_redistributing_the_housework_one_son_at_a_time
• Katz, J. (2012). Violence against women—it’s a men’s issue [Video]. TEDxFiDiWomen. https://www.ted.com/talks/jackson_katz_violence_against_women_it_s_a_men_s_issue
• Killam, K. (2024). Why social health is key to happiness and longevity [Video]. TED Conferences. https://www.ted.com/talks/kasley_killam_why_social_health_is_key_to_happiness_and_longevity
• Kimmel, M. (2015). Why gender equality is good for everyone [Video]. TED Conferences. https://www.ted.com/talks/michael_kimmel_why_gender_equality_is_good_for_everyone_men_included
• Lythcott-Haims, J. (2015). How to raise successful kids — without over-parenting [Video]. TED Conferences. https://www.ted.com/talks/julie_lythcott_haims_how_to_raise_successful_kids_without_over_parenting
• Murimirwa, A. (2023). School is just the start. Here’s how to help girls succeed for life [Video]. TED Conferences. https://www.ted.com/talks/angeline_murimirwa_school_is_just_the_start_here_s_how_to_help_girls_succeed_for_life
• Paylan, S. (2024). Human rights as a way of life [Video]. TEDxAUA. https://youtu.be/Y9kzk57ifGI
• Pham, A. (2013). Every kid needs a champion [Video]. TED Conferences. https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion
• Porter, T. (2010). A call to men [Video]. TEDWomen. https://www.ted.com/talks/tony_porter_a_call_to_men
• Rizvi, S. S. H. (2018). The intersection of sustainable development: Gender and poverty [Video]. TEDx Islamabad. https://www.youtube.com/watch?v=UaiomU1peDc
• Rosin, H. (2010). New data on the rise of women [Video]. TED Conferences. https://www.ted.com/talks/hanna_rosin_new_data_on_the_rise_of_women
• Rosenwasser, A. (2021). There is no wrong way to be a woman [Video]. TED Conferences. https://www.youtube.com/watch?v=wpdeKx0p-Ag
• Roussin, D. (2018). Indigenous social innovation [Video]. TEDx Winnipeg. https://www.ted.com/talks/diane_roussin_indigenous_social_innovation
• Salleh, A. (2022). Who cares? The gendered burden of unpaid care work [Video]. TEDx Talks. https://www.youtube.com/watch?v=0zcC9M4QKlU
• Sandberg, S. (2010). Why do we have so few women leaders? [Video]. TED Conferences. https://www.ted.com/talks/sheryl_sandberg_why_we_have_too_few_women_leaders
• Sechrest-Ehrhardt, L. (2023). Social identity and social interaction [Video]. TEDx Talks. https://www.youtube.com/watch?v=29C3ts4YxAA
• Shimako, G. (2017). How gender equality benefits everyone [Video]. TED-Ed Student Talks. https://www.youtube.com/watch?v=hGei_hbF5Sw
• Sieghart, M. A. (2023). Why are women still taken less seriously than men? [Video]. TED Conferences. https://www.ted.com/talks/mary_ann_sieghart_why_are_women_still_taken_less_seriously_than_men
• Sieghart, M. A. (2024). How to close the authority gap [Video]. TED Conferences. https://www.youtube.com/watch?v=zJcYAqNfgtA
• Simpson, T. (2019). Indigenous storytelling as a political lens [Video]. TEDxBoise. https://www.youtube.com/watch?v=T5RhEStF_bQ
• Singh, L. (2021). “A seat at the table” isn’t the solution for gender equity [Video]. TED Conferences. https://www.ted.com/talks/lilly_singh_a_seat_at_the_table_isn_t_the_solution_for_gender_equity
• Starr, K. (2020). Female empowerment in the 21st century [Video]. TED Conferences. https://www.youtube.com/watch?v=2W2U4MmkOQk
• Stevenson, B. (2012). We need to talk about an injustice [Video]. TED Conferences. https://www.ted.com/talks/bryan_stevenson_we_need_to_talk_about_an_injustice
• Surianarain, S. (2023). Caregiving is real – let’s treat it that way [Video]. TED Conferences. https://www.youtube.com/watch?v=XezfOVE9RFM
• Waldinger, R. (2015). What makes a good life? Lessons from the longest study on happiness [Video]. TEDxBeaconStreet. https://www.ted.com/talks/robert_waldinger_what_makes_a_good_life_lessons_from_the_longest_study_on_happiness
• Waring, M. (2019). The unpaid work that GDP ignores – and why it really counts [Video]. TED Conferences. https://www.ted.com/talks/marilyn_waring_the_unpaid_work_that_gdp_ignores_and_why_it_really_counts
• Wilkinson, K. (2018). How empowering women and girls can help stop global warming [Video]. TED Conferences. https://www.ted.com/talks/katharine_wilkinson_how_empowering_women_and_girls_can_help_stop_global_warming
• Wilkinson, R. (2011, October). How economic inequality harms societies [Video]. TED Conferences. https://www.ted.com/talks/richard_wilkinson_how_economic_inequality_harms_societies

• (A)typical Social Work(er) LLC: Instagram
• 2 Crees in a Pod: Instagram
• Alright, Now What?: podcast website
• Canadian Employment and Labour Law Podcast: Spotify
• Decolonize Social Work Podcast: Instagram
• Guerrilla Social Work Podcast: Instagram
• Helpful Social Work: podcast website
• How To Social Work It Podcast: Instagram
• inSocialWork®: podcast website
• JUSTICE VS.: podcast website
• NASW Social Work Talks: podcast website
• On the Way Home: podcast website
• Profiles in Social Work: University of Toronto Factor-Inwentash Faculty of Social Work
• PsychEd: podcast website
• Rural Routes Podcasts: SoundCloud
• Social Work Me Podcast: Instagram; Social Work Me (SW Counselling) blog
• Social Work Social Podcast: Instagram
• Social Work Stories Podcast: Instagram
• Social Worker’s Break Room: podcast website
• Social Workers, Rise!: podcast website
• Social World: podcast website
• Team Human: podcast website
• The husITa Podcast: podcast website
• The Social Work Bubble: podcast website
• The Social Work Podcast: podcast website
• The Social Work Rants Podcast: Instagram
• The Social Work Routes Podcast: Instagram; Spotify
• Enduring the Course: podcast website
• University of Calgary Faculty of Social Work: SoundCloud; related research article: Podcasting for social justice: Exploring the potential of experiential and transformative teaching and learning through social work podcasts (Social Work Education)

What is “empowerment”? Empowerment originated from the Latin verb for power, potere, which means, ‘to be able’ and is also linked to the word ‘potent’ meaning powerful, cogent, persuasive and having or exercising a great influence (Rodwell, 1996). Its prefix ‘em’ means ‘cause to be or provide with’ (cited in Abdoli et.al, 2011). The suffix ‘ment’ is defined as a result, act or process and thus by adding the suffix ‘ment’ to the verb ’empower’, empowerment becomes a noun defined as the process or result of empowering (Rodwell, 1996). Empowerment is individually determined (McIntosh, 2016), and can be seen as a helping process, a partnership valuing self and others, mutual decision making, and freedom to make choices and accept responsibility (Rodwell, 1996).

How can social workers empower themselves? Empowerment is a process. When one understands how the process works, they can empower themselves daily (Salzman, 1994). Social workers can empower themselves individually and collectively through the use of support groups, caucuses of professional organizations, social media and other forms of groups to process their experiences, build coalitions with each other, strategize for the next steps, and/or to take actions to fight against oppression and discrimination (Sakamoto, 2005).

What is the Empower Social Worker Campaign? Similar to the mission of the Wikimedia Foundation ‘‘to empower and engage people around the world to collect and develop educational content under a free license or in the public domain, and to disseminate it effectively and globally’’ (Botella et.al, 2012) Empower Social Worker campaign’s mission is to engage social workers and allies around the world to collectively create a list of individual empowerment tools through the use of images and story-telling and to disseminate them effectively among social work communities of practice. We plan to achieve our mission by running the social media campaign to introduce some very successful empowerment tools that social workers and allies use around the world to empower themselves. Those tools can assist current social work students and future social workers to practice social work and stay empowered. Empowerment tools are personal growth activities that are used over time to create a sense of self-worth, personal and professional accountability, and generate power within an individual.

Why Empower Social Worker (ESW)? Empowerment on an individual level should be considered an important step to strengthening social work practices, connecting with communities, reducing the sense of powerlessness, which, in turn, would help social workers and allies to link their critical consciousness and self-actualization to work toward social justice (Sakamoto, 2005). We argue that #EMPRsocialwork campaign is crucial because it helps social workers and allies to maintain personal and professional power to effectively perform their multiple roles in different practice contexts. Empowered social workers are more effective in challenging oppression and privilege and affecting positive changes at different levels (Sakamoto, 2005).

Join the campaign in 4 steps:

1. Find and follow us on Twitter, Instagram, and Facebook
2. Think about the tool that empowers you to practice social work
3. Share an image and provide the brief story of that tool on social media using #EMPRsocialwork
4. Invite your social work friends and allies to follow the campaign and challenge them to share their empowerment tools

References

• Abdoli, S., Ashktorab, T., Ahmadi, F., Parvizy, S., & Dunning, T. (2011). Religion, faith and the empowerment process: Stories of Iranian people with diabetes. International journal of nursing practice, 17(3), 289-298.
• Botella, C., Riva, G., Gaggioli, A., Wiederhold, B. K., Alcaniz, M., & Baños, R. M. (2012). The present and future of positive technologies. Cyberpsychology, Behavior, and Social Networking, 15(2), 78–84.
• McIntosh, D. (2016). Empowering clients means empowering ourselves first. Retrieved from http://www.socialworker.com/extras/social-work-month-project-2016/empowering-clients-means-empowering-ourselves-first/
• Rodwell, C. M. (1996). An analysis of the concept of empowerment. Journal of Advanced Nursing, 23(2), 305–313.
• Sakamoto, I. (2005). Use of critical consciousness in anti-oppressive social work practice: Disentangling power dynamics at personal and structural levels. British Journal of Social Work, 35(4), 435–452.
• Salzman, J. (1994). Self-empowerment: Achieving your potential through self-awareness. Women in Business, 46(3), 24-27.

Voices Social Work (VSW) has a priority to acknowledge the extensive role the social work plays in society. The goal of VSW is to create a platform where social workers who received formal education (BSW, MSW) or are in training (students) can share their perspectives to celebrate our profession using variety of social media tools.

The VSW project is dedicated to collaboration, communication and bringing awareness to the social work profession. Through the distorted representation of the social work profession and limited attention given in the literature to the everyday experiences of the social worker, the profession is often misunderstood. VSW is looking to educate the public and look beyond adverse media stories of social workers particularly in the area of child protection. Our commitment to improving communication, presence, and collaboration with social workers and the public is crucial to best practice and beginning new relationships based on honesty, humility and partnership.

VSW was co-designed by social work educator Dr. Oleksandr (Sasha) Kondrashov, MSW; Master of Social Work Student and practicing social worker Sierra Israel, BSW, MSW (Candidate), practicing social worker Ani Dingamtar, BSW and, BSW students Amanpreet Madan, Jeanne Mikaela Albutra, Sara Gilles and Alexzandra(Sasha) Anzulovich, all of whom reside in Canada and contribute to the implementation of the project.

The intention of this collaborative approach is to not only share education within the social work community but also educate the public on the diverse role social work plays in activism, health and wellbeing, leadership and more. The VSW project team developed 12 core questions and invite social workers to share their stories on how they define social work and the guiding values which underpin their work. There are also some additional questions for those who want to share more stories. The interview uses audio, video, photo and text on various media platforms, such as Twitter, Facebook and Instagram, to reach a wider global community and raise public awareness of our profession.

Our intention is to remove barriers by using social media and other online formats and invite interviewees from around the world to participate and engage in cross-cultural social work experiences, networking and storytelling. VSW is looking to humanize the social work profession and validate the global community of social workers.

Social Work is based on the fundamentals which embrace humility, social change, empowerment and liberation of people. The principles of social justice, human rights, collective responsibility and respect for diversities are imperative to the social work profession. Therefore, creating a platform uniting the international social work community will strengthen our global knowledge, and bring awareness to issues outside our regions.