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Your search for all content returned 115 results

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  • A Strengths-Based Multidisciplinary Leadership Team: A Case Study in an Urban Middle SchoolGo to article: A Strengths-Based Multidisciplinary Leadership Team: A Case Study in an Urban Middle School

    A Strengths-Based Multidisciplinary Leadership Team: A Case Study in an Urban Middle School

    Article

    Background:

    For school leaders challenged with meeting the needs of students, staff, parents, and community members, strengths-based leadership approaches have proven beneficial in accomplishing goals of teacher/staff development, addressing school climate, improving relationships between parents and school, and planning interventions for student success. The purpose of the present study is: (a) to offer a description of a multidisciplinary leadership team that employs a school social worker as a school administrator in a sixth–eighth grade middle school; (b) to identify the social worker's view of the strenghs-based approach and how this influences her administrative role; and (c) to consider whether the social worker’s unique skills are valued by others in the school community, when the social worker is a member of the school’s leadership team.

    Methods:

    A case study approach was used in this study.

    Results:

    The study identifies key areas in which school leadership can be informed and opportunities for further research on how multidisciplinary teams using strengths-based approaches in intervention could prove beneficial to K–12 educational reform.

    Source:
    Urban Social Work
  • Revisiting Zero Tolerance Policy in Public Schools: The Case for Wraparound Services, Community Partnerships, and Antiracist Policies in Alternative SchoolingGo to article: Revisiting Zero Tolerance Policy in Public Schools: The Case for Wraparound Services, Community Partnerships, and Antiracist Policies in Alternative Schooling

    Revisiting Zero Tolerance Policy in Public Schools: The Case for Wraparound Services, Community Partnerships, and Antiracist Policies in Alternative Schooling

    Article

    Background

    The disparities and inequalities that exists in the education system are perpetuated through behavioral alternative schools (BASs). It is suggested that assignment to a BAS does not significantly improve students' grades but rather leads primarily Black impoverished students through the school-to-prison pipeline.

    Objective

    Although BASs have existed for more than four decades and continue to enroll annually large populations of America's students, implications for policy, practice, and future research remain relevant.

    Methods

    This review offers a brief history of BASs and zero tolerance policy (ZTP) in public schools.

    Findings

    The review offers ZTP recommendations for policy restoration and provides an outline of a four-step process for implementing ZTP fairly and equally.

    Conclusions

    Moving current alternative schools into self-directed learning with social and community supports, not only promotes social justice, but also allows for restoration of ZTP to focus on the undeniable need to keep children of all races safe in school.

    Source:
    Urban Social Work
  • What Is Safety to You? Determining an Inductive Conceptualization of Neighborhood Safety Through Centering the Voices of Community ResidentsGo to article: What Is Safety to You? Determining an Inductive Conceptualization of Neighborhood Safety Through Centering the Voices of Community Residents

    What Is Safety to You? Determining an Inductive Conceptualization of Neighborhood Safety Through Centering the Voices of Community Residents

    Article

    Background

    Inductive explorations of neighborhood safety are a notable gap in neighborhood effects research. Thus, the current study explores resident definitions of safety and safety threats in urban, suburban, and rural communities.

    Objective

    To reveal urban residents’ phenomenological conceptualizations of neighborhood safety and perceptions of law enforcement as a safety support and/or a safety threat.

    Methods

    The researchers conducted semi-structured focus groups with community residents across three counties to gather evidence of what makes them feel safe and unsafe in their communities.

    Findings/Conclusions

    Thematic analysis generated five themes of what makes residents feel safe, what they perceived are safety threats, and what they believe law enforcement officers do to promote safety. The article concludes with implications for urban social work practice and research.

    Source:
    Urban Social Work
  • Global Learning Among Undergraduate Social Work Students at Historically Black Colleges and UniversitiesGo to article: Global Learning Among Undergraduate Social Work Students at Historically Black Colleges and Universities

    Global Learning Among Undergraduate Social Work Students at Historically Black Colleges and Universities

    Article

    While global learning among undergraduate students of color has slightly increased over the past decade, there are major research gaps regarding students of color attending historically Black colleges and universities (HBCUs), more specifically, the number of undergraduate students of color majoring in social work. The primary goal of this article is to discuss barriers that may prevent students of color who attend HBCUs from participating in global learning experiences. Also, provided in this article is a discussion regarding a Global Learning Visits Program within an undergrduate social work program at Bowie State University, an HBCU, which can serve as a model to assist students with addressing and overcoming barriers in order to take advantage of study abroad learning opportunities.

    Source:
    Urban Social Work
  • A Meta-Theoretical Framework for Understanding Educational Disparities Affecting Black Youth in the United States: Implications for Social WorkGo to article: A Meta-Theoretical Framework for Understanding Educational Disparities Affecting Black Youth in the United States: Implications for Social Work

    A Meta-Theoretical Framework for Understanding Educational Disparities Affecting Black Youth in the United States: Implications for Social Work

    Article

    Background

    Black youth are disproportionately disadvantaged in nearly every indicator of academic performance.

    Objective

    This analysis seeks to understand the role of racism in the genesis of educational disparities affecting Black youth.

    Methods

    Drawing from structural functionalism, modern capitalism, and critical race theory, we provide a meta-theoretical framework to explore the underpinnings of racial disparities that disadvantage Black youth in U.S. public schools.

    Findings

    This meta-theoretical framework suggests a critical need to examine the history of racism as well as the social, political, and economic structure of the U.S. to understand the educational disparities affecting Black youth.

    Conclusion

    Social work professionals can use this meta-theoretical framework to inform research, policy, and practice addressing educational disparities and ultimately create more equitable, fair, and just school environments.

    Source:
    Urban Social Work
  • Developing Leaders, Building Collaborations, and Addressing Social Justice: One Historically Black College and University's ExperienceGo to article: Developing Leaders, Building Collaborations, and Addressing Social Justice: One Historically Black College and University's Experience

    Developing Leaders, Building Collaborations, and Addressing Social Justice: One Historically Black College and University's Experience

    Article

    To address the challenges present in urban communities and develop social work leaders who are equipped to confront a myriad of social and economic justice issues, Coppin State University established the Dr. Dorothy I. Height Center for the Advancement of Social Justice (DHC). Housed in the Department of Social Work, the DHC is a community-based resource whose mission is to heighten awareness regarding national and international human rights and social justice issues that impact marginalized communities. The DHC utilizes social work interns who focus on community engagement as operationalized via social justice–related advocacy, research and education initiatives. This article will highlight the experiences of these student interns and the impact of the internship on their development in the areas of social justice and leadership.

    Source:
    Urban Social Work
  • Integrating Substance Use Disorder Education at an Urban Historically Black College and University: Development of a Social Work Addiction Training CurriculumGo to article: Integrating Substance Use Disorder Education at an Urban Historically Black College and University: Development of a Social Work Addiction Training Curriculum

    Integrating Substance Use Disorder Education at an Urban Historically Black College and University: Development of a Social Work Addiction Training Curriculum

    Article

    Substance use disorders continue to have adverse consequences for a significant number of individuals and families. Despite the increasing need for behavioral health clinical social work practitioners trained to effectively work with this population, social work programs continue to lag behind in providing courses, which will adequately address this need. According to the Council of Social Work Education, approximately 4.7% of accredited social work programs had one or more required course offerings related to addressing substance use disorders. The purpose of this article is to address the identified gap by describing the development of a content-specific curriculum related to addressing substance use disorders while also providing a working framework for other Master of Social Work programs to consider.

    Source:
    Urban Social Work
  • Sexual Risk Behaviors, Perceived Future Life Chances, and Leisure Activities Among Black Youth in One Urban CityGo to article: Sexual Risk Behaviors, Perceived Future Life Chances, and Leisure Activities Among Black Youth in One Urban City

    Sexual Risk Behaviors, Perceived Future Life Chances, and Leisure Activities Among Black Youth in One Urban City

    Article

    Objective

    Black youth continue to experience persistent sexual health disparities that can adversely impact their lives. There is a dearth of research examining adolescent sexual health and the role of perceived life chances and leisure activities.

    Methods

    This study uses data from Wave 3 of the Birmingham Youth Violence Study (BYVS) to explore these variables among urban Black youth (N = 404).

    Results

    Key findings support the role of certain leisure activities and improved life chances with regard to sexual risk behaviors. Greater time in social leisure activities was associated with earlier sexual initiation and more sexual partners whereas academic and media leisure activities were linked to delayed sexual initiation.

    Conclusion

    This study underscores the importance of leisure activities in prevention and intervention approaches for urban youth.

    Source:
    Urban Social Work
  • A Critical Race Perspective of Police Shooting of Unarmed Black Males in the United States: Implications for Social WorkGo to article: A Critical Race Perspective of Police Shooting of Unarmed Black Males in the United States: Implications for Social Work

    A Critical Race Perspective of Police Shooting of Unarmed Black Males in the United States: Implications for Social Work

    Article

    Recent high-profile killings of unarmed Black males underscore a stark reality in America: though Black men have the same constitutional rights as all other citizens of the United States, in practice their rights are often violated. The negative stereotype that all Black males are criminals has created an environment that perpetuates the killing of unarmed Black males by police officers as justifiable self-defense. In this article, critical race theory (CRT) provides a theoretical lens to examine and understand the persistent racism underlying the social inequities that have been thrust upon Black males in the United States of America. The authors conclude with implications and recommendations for social work education.

    Source:
    Urban Social Work
  • Reflexivity, Ethics, and Divergent Perspectives: A Transformational Journey of Social Work EducatorsGo to article: Reflexivity, Ethics, and Divergent Perspectives: A Transformational Journey of Social Work Educators

    Reflexivity, Ethics, and Divergent Perspectives: A Transformational Journey of Social Work Educators

    Article

    Using classroom vignettes, this article portrays the experiences of four White social work educators with minority-view inclusion and conflict management that is a result of divergent perspectives in the classroom. The use of reflexivity is explored as a strategy for understanding educators' biases and assumptions in teaching. In addition, the National Association of Social Workers (NASW) Code of Ethics is applied as it refers to helping social work students learn to think critically to meet the needs and rights of clients and to address social inequalities, diversity, privilege, and oppression. The authors provide recommendations based on their experiences and reflections.

    Source:
    Urban Social Work

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