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Dual Pandemics: Creating Racially Just Responses to a Changing
Environment through Research, Practice and Education commits to
promoting and disseminating knowledge that calls for the
dismantling of systemic racism and creating racially just responses
to the dual pandemics. COVID-19 and anti-racist uprisings as a
result of the murders of Mr. George Floyd and many other African
Americans and other people of color due to police violence has
unprecedented impact on our society. While these two pandemics
appear to be different in nature, both pandemics attest to the fact
that systemic racism continues to be a grand challenge and that
COVID-19 differentially affects communities and people of color as
well as socially disadvantaged groups. This book offers
intellectually sound examination, conceptualization, and rigor in
providing viable, socially just, responsive paths forward. The
volume include chapters that focus on anti-racist pedagogy in
social work education, conceptual discussion contributing to
refining a shared understanding of constructs relevant to
anti-racist social work, and micro, mezzo, and macro social work
practice that aims to prevent or eliminate the negative impact of
racism as well as promote racial justice, equity, and inclusion
among individuals, families, groups, organizations, or communities.
This book will be of great value to students and scholars of Social
Work, Public Policy, Race and Ethnic Studies. The chapters in this
book were originally published as a special issue of Journal of
Ethnic & Cultural Diversity in Social Work.
BSW/MSW education funded by Title IV-E of Social Security Act
("Title IV-E Child Welfare Education") is an important incentive to
encourage social workers to stay in the child protection field. It
aims to demonstrate the training partnership between universities
and public child welfare agencies. This book contains essential
research results with a focus on the impact of Title IV-E Child
Welfare Education to improve worker capacities and case outcomes,
as well as on the process and results of social work education in
promoting public child welfare work. There are nine chapters
written by renowned researchers in public child welfare who applied
rigorous quantitative and/or qualitative methodologies to clearly
describe measures used, data sources, outcome variables, and
implications for education, practice, policy, and research. These
evidence-based articles address the following child welfare topics:
training partnerships and worker outcomes, effective pedagogy and
online education, workplace climate and retention factors, and
other topics connecting BSW/MSW education to public child welfare
practice. Future child welfare education will need to further
expand child welfare knowledge and skills, strengthen worker
competencies with a strong commitment to social work values and
ethical practice principles, and develop a cohesive supervisory
network to build a workforce with positive attitude toward child
protection programs. This collection will inform child welfare
educators, administrators and legislators regarding the impact of
Title IV-E Child Welfare Education on the development of public
child welfare and make recommendations to improve the child welfare
curriculum in social work education. This book was originally
published as a special issue of the Journal of Public Child
Welfare.
Published in 1998, the aim of this book is to identify and explore
key themes and issues around the realm of welfare practice in child
and family social work - that is, family centre services and
related community-based types of provision. The text addresses the
impact and effectiveness of family centres in supporting children,
families and communities. Emphasis is placed on community based
supportive/preventive family services and those that provide a
closed access and therapeutic service aimed at families referred by
social workers where children are at risk of abuse. Throughout, the
focus is on best practice exemplified by research findings of
family centre impacts and outcomes in the UK, the USA and Hong
Kong.
BSW/MSW education funded by Title IV-E of Social Security Act
("Title IV-E Child Welfare Education") is an important incentive to
encourage social workers to stay in the child protection field. It
aims to demonstrate the training partnership between universities
and public child welfare agencies. This book contains essential
research results with a focus on the impact of Title IV-E Child
Welfare Education to improve worker capacities and case outcomes,
as well as on the process and results of social work education in
promoting public child welfare work. There are nine chapters
written by renowned researchers in public child welfare who applied
rigorous quantitative and/or qualitative methodologies to clearly
describe measures used, data sources, outcome variables, and
implications for education, practice, policy, and research. These
evidence-based articles address the following child welfare topics:
training partnerships and worker outcomes, effective pedagogy and
online education, workplace climate and retention factors, and
other topics connecting BSW/MSW education to public child welfare
practice. Future child welfare education will need to further
expand child welfare knowledge and skills, strengthen worker
competencies with a strong commitment to social work values and
ethical practice principles, and develop a cohesive supervisory
network to build a workforce with positive attitude toward child
protection programs. This collection will inform child welfare
educators, administrators and legislators regarding the impact of
Title IV-E Child Welfare Education on the development of public
child welfare and make recommendations to improve the child welfare
curriculum in social work education. This book was originally
published as a special issue of the Journal of Public Child
Welfare.
Published in 1998, the aim of this book is to identify and explore
key themes and issues around the realm of welfare practice in child
and family social work - that is, family centre services and
related community-based types of provision. The text addresses the
impact and effectiveness of family centres in supporting children,
families and communities. Emphasis is placed on community based
supportive/preventive family services and those that provide a
closed access and therapeutic service aimed at families referred by
social workers where children are at risk of abuse. Throughout, the
focus is on best practice exemplified by research findings of
family centre impacts and outcomes in the UK, the USA and Hong
Kong.
Therapeutic Games and Guided Imagery is packed with tools for
social workers, counselors, school professionals, students, and
other helping professionals in the medical and mental health
fields. The exercises included are both innovative and empirically
tested; they aim to help clients increase the benefits of
psychotherapy within a relatively short time. Professor Cheung has
structured the books with tables and a cross-referenced index to
facilitate easy and efficient navigation of the many step-by-step
activities and exercises. The interactive exercises contained in
Volume Two are designed for children and adolescents with specific
needs and in multicultural settings. Based on literature supporting
the use of games and guided imagery for children with specific
needs, the materials included provide a basis for innovative and
creative engagement with children and families, enabling diverse
solutions for diverse needs. The volume also includes a number of
multilingual exercises and several examples of the guided imagery
available for download.
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