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Social Work
May Friedman

Review for SWP 31 1) Critical Collective Self Care: Prophet reading (Baines page 278)-Advocacy & social transformation o self care goes beyond the individual to recognize both the larger social & political context of existing inequalities & the intertwined nature of self & others  In AOP SW conceptualizes the relation between professional & personal with more complexity  both identities are inseparable & both influence each other  if SW is political than the social can't be separate - 4 themes shapes self care o interrelation between personal & professional  both professional & personal growth can lead to enriched conceptual frameworks & SWP.  Conscientization- entails a process of learning to see & analyze social. Political, & economic contradictions in our society  key piece – understanding how we are implicated in relations of domination & oppression & using such insight to make change  Subjectivity-refers to our individuality, self-awareness, sense of ourselves, conscious & unconscious thoughts & feelings & understanding of where we fit in the world.  Implicit in the notion of subjectivity is understanding how we are socially constructed within social relations of power, privilege, & penalty  invaluable resource for deepening SWers' understanding of social processes o institutional parameters  struggle between your own values & the values of the organization o ongoing negotiation of boundaries  boundaries are fluid, complex, & overlapping o responses to working with victims of violence  create a safe space for yourself where you can listen to issues but not absorb or take on the feelings & issues onto yourself - A more politicized critical collective notion of self care is needed o interrogate professional discourses, but avoid “moral distress”  social & political action help counter these feelings - Self care must take into account meaning-making activities as we make sense of our practice & our personal & social world - Doing Self care o create intentional collective spaces inside & outside of the workplace  activities such as;  sharing professional struggles  mutual feedback sessions  taking stock of one's current state in practice  collective discernment around strategizing to confront organizational & workplace barriers that affect ability to help service user  reduce social isolation among SWers & foster leaning from each other's processes of maturation in dealing with particular issues & fear-breaking  in an era of neoliberal restructuring it is imperative to have spaces that enable SWers to maintain & continue to sharpen critical analyses & political practices at multiple levels (social action)  alliances of SWers & community members leading to social movements  self care is an ethical and structural issue 2) Flight O’Hara Reading  Derrives from the perspective of win/lose ◦ Advantages ▪ creates an illusion of peace & stability ▪ avoid immediate conflict ◦ Disadvantages ▪ creates resentment & anxiety ▪ lead to unhealthy relationships. ▪ When you are using the flight response to conflict it will just push it until later & you may not know how to deal with conflict properly. Example: confrontation, walking away from a physical engagement. ▪ Conflict can escalate and be explosive if held back too long 3) Re-storying: Katriona Brown (Feminist Therapy, Brown Chapter in Baines):  talks about re-storying as a principle in feminist counseling, & talking about the way the story was told,  if the story has been told that you were selfish, making it so that you were confident.  More AOP than narrative therapy. ◦ Allows us to think about the story in so many ways. In set bullet where she defines re- storying. 4) Problem Posing Approach: Healy Community Education Reading: really trying to figure out what the issues are in education. It is more engaging & participating. Sort of the tip of the iceberg in community education. What makes it different from traditional models of education?  Problem-posing refers to a method of teaching that emphasizes critical thinking for the purpose of liberation  eg: What is hunger,why does it happen, what does it mean to you? 5) Welfare Reform: O’Connell & Blackstock. O‟Connell because the past & future are not separate but twinned together, in terms of deserving & not deserving. For Blackstock residential school system. In addition: Baines First Chapter + Second Chapter “Understanding Neoliberalism”  We mean massive changes to the welfare state, anything that when we talk about the Harris government in Ontario, minor changes to the welfare system, to what catches us when we fall 6) Politicization: Baines PG 42, 30 Review for SWP 31 - is the idea that we have a reasonability as SWers to be engaged in the larger political process. To be AOP SWers there is a need to understand the way that politics trickles down to you. We really do have a responsibility to understand politics. 7) Structural Inequality: Baines (PG. 26) - Look at not only immediate needs but overall needs as well - Challenge oppression everyday - PG.42 talks about macro constraints - PG.60 Structural Perspectives - Not rooted in our individual failings. Example: bullying, think about it as a problem between individuals but we don‟t necessarily think about it as if that kid is fat or queer etc. & we don‟t think about how that makes some bodies more worthy than others.  We‟ve got these two systems in complete tension with each other. That‟s neoliberalism that we don‟t have a sense that we don‟t have a responsibility as a collective. Structural inequality (Baines) pg 26/27  Huge demands from society for services & support  Social workers may ask if it is necessary to understand more & beyond the immediate needs and problems of service users & communities  In order to remove source of many problems, it is important to understand the interconnection of larger systems – structural issues & barriers   People may ask why bother to address this but high quality social work involves being attuned to & finding ways to address on-going negative impacts of inequality (structural)   laced on a multi-surface continuum of privilege & oppression   Equally important to understand critique and improve how to challenge oppression in everyday life  Maco-constraints: reduced welfare state  - cutbacks, fewer supports which affect all of society, domination of labour market  Structural perspective: identities oppression & inequality built into relations between individuals and socio-economic systems that govern people‟s lives  - looks for understanding causes of poverty & other social ills in these structures rather than looking for the problem in individuals   Not rooted in individuals  But the problems are within broader discourses  Overarching discourses allowing only some bodies to be seen as “acceptable”  Goes up to policy as well 8) Knowledge acquires vs. knowledge users Baines/ Bates: Evidence Based Practice - Talks about the way that EBP turns SWers into knowledge users, instead of becoming knowledge acquires 9) Colonization PG 27/28 (Baines) + Colonization of Welfare System (O’Connell) + Blackstalk - in terms of the Canadian context it mostly involves aboriginal people. Much of the wealth of the first world was gathered through colonization - it is important that all cultures learn to build real equity & awareness. Example: Egerton Ryerson was a big wig in the development of residential schools -O‟Connell considers it in a more about worthy bodies & unworthy bodies - Impact on everyone - Colonization is different from immigration: sometimes these concepts get lost - What is the relationship between colonization &? Here are the points I discussed in class, all of which are from the readings: - Colonization covers topics such as neoliberalism, racism, globalization and managerialism. - In the Canadian context, colonization mostly involved the segregation and discrimination of aboriginal people. - Much of the wealth in the first world was acquired through the colonization of the third world and the theft of land from indigenous people - Exploitation was stratified by race, gender, class, region and indigeniety. - Canada exists on land extracted from First Nations peoples through trickery, unequal treaties and violent conflict. - Unresolved colonial issues around the planet are exacerbated by globalization. The richer countries get richer while the poorer countries get poorer. - To combat the effects of Colonization it is important for social workers to promote social justice in a way that all cultures and countries learn to build real equity and fairness, work across cultures and differences and celebrate resistance and the contributions of those who are oppressed. Key readings:  Baines pg. 27-28  The Deserving and Non-Deserving Races- A. O‟Connell  The Occasional Evil of Angels- C. Blackstock 10) Child Protection Dunbrill Reading (In Baines book) - Understanding what is happening at the door: going into their perspective of the person who is opening the door - Using authority effectively - Adopt the view of the parents if you can - How can we understand what it is & what it isn‟t? Review for SWP 31  It isn‟t about the protection about children; it‟s about the surveillance of certain kids  Hey everyone, here are the notes for the Concept "Child Protection" Reading: Dumbrill, G. (2011). Doing anti-oppressive child protection casework. In D. Baines, (Ed.) Doing anti-oppressive practice: Social justice social work (pp. 52-64). Halifax: Fernwood Press. This is what I said in Class (very similar to the concept AOP & Child Welfare) -AOP is a major part of child protection -Major part of child protection is the emic of understanding-understanding what is happening “at the door”; gaining another person‟s definition of a situation from inside their world o Therefore, understanding seeing a child-protection worker in your home is going to be a problem for them -AOP Child protection work requires forensic skills (finding evidence) and using authority effectively, and using casework skills that engage parents in process of change o The “Dual roles” of child protection -Engagement process is required to produce worker-client alliance o Engagement: Establishing an agreement with parent to work for shared purpose o Alliance: Interpersonal bond where two work toward that purpose; shared goal § Alliance=Most powerful intervention tool; the best predictor of a positive outcome § Means worker must understand client and client must see worker as a person who understands their thoughts/feelings o Worker must find “Congruence”; Overlap between worker and parent perspectives -Central to AOP: Understanding the context, social issues and structures -NOTE: Although it is impossible to fully understand another‟s situation, still important to strive for this understanding. -Not following this represents a failure of child protection and oppression o Removing a child when they don‟t need to be (Oppressing child, family dignity) o Leaving a child in an abusive situation" The following is what Professor Friedman added: Child Protection: Children‟s Aid-Surveillance. Similar double speak to other terms; isn‟t about protection but discipline/surveillance of specific bodies (ie. Racialized, Aboriginal). Enforces notion there is one way to child protection and some are "better" at it. 11) Essentialism Brown (Chapter 6 Baines)- Kumsa Article (Also in Baines) - PG.100 quote - Talks about her particular community, & she assumes that she knows everything & then it blows up in her face - Idea that there are static properties to identities - One group as having consistent & those we “know” things about people in that group Essentialism -Brown pg 98 (In Baines) and, Kumsa (In Baines) pg 229 "Is a way of thinking about identities that assumes the factors such as gender,race, and class have natural intrinsic, unchanging qualities that determine what a person can be in the world...naturally good or bad at certain things" (page 98) "girls continue to be rewarded for being nice and taking care of others and boys get rewarded for independence and competition Example Found in Margolin article - one incident lead to mother being put on children abuse registry (1st page) Kumsa - Talks about her particular community, and she assumes that she arrives thinking she knows everything and then it backfires  People believing that if in they are in a certain group and therefore they know everything about that group and what goes on within it. examples in society "mothers are caregivers" "fathers are providers" "gay stereotypes" etc.. 12) Fight (as response to conflict) O’Hara Reading - Stick around engage in the fight -Engage in conflict deliberately - Want to be able to understand what that means 13) “The notion of improving other people is endemic to social work” Occasional Evil Angels, PG.114 Cindy BlackStock  There‟s a belief that SW knows what good is & that SW can instill good in others, this ignores the potential harms that SW can do. Historically the SW profession were involved in things that had good intentions (active participants in placing aboriginal children) but had negative consequences"The notion of improving other people is endemic to social work" (p. 114) Cindy Blackstock - 'The Occasional Evil of Angels: Learning From the Experiences of Aboriginal Peoples & Social Work' Social Work as the 'doer of good' - The social work profession has been constructed as a profession that is an actor of doing good - "doers of good". The problem is that it ignores the fact that social work has inflicted harm & ignores the potential harm that it can inflict on people and/or groups.  Historical responses of good intentions have actually caused harm -There is a belief that social workers know what 'good' is, and can instill good in others. Doing good is ingrained in the social work profession therefore ignoring the potential harm that social work can do to certain people and/or groups.  "Concept that we can do harm or even do evil rarely appears on the optical radar screen of professional training, legislation or practice" -Historically, social work profession of 'good intentions' have had dire consequences in terms of inflicting harm on Aboriginal peoples (residential school, 60's scope) - Social workers were actors of oppression in terms of believing that residential schools were beneficial for Aboriginal children - Social workers were active participants in the placement of Aboriginal children in the residential schools in the late 1960's - Social work profession tries to improve others, while ignoring the fact that social work needs to change itself because it still perpetuates problematic and oppressive policies that reflect colonialism (i.e. Child Welfare, especially in relation to Aboriginal children) - Social work oftentimes drums up solutions to "Aboriginal issues" by themselves, but it should ensure to build relations with Aboriginal peoples and collaborate to make solutions ** In order for social work to move forward, has to
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