#MacroSW Chat, 7/20/2017: Technology Standard’s Impact in Social Work

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Technology is no longer an optional part of social work practice. Videoconferencing, online social networking, social robots, digital documentation and storage, texting, mobile apps, and other forms of technology are used in many realms of social work practice. The recently published Standards for Technology in Social Work Practice offers a roadmap to think critically about our social work roles in relation to how we use technology now and in the future.

Join us on Thursday, July 20, at 9 p.m. Eastern (6 p.m. Pacific) for the #MacroSW chat with  Dr. Allan Barsky (@drbarsky), a member of the Social Work and Technology Practice Standard Task Force and an ethics expert. We’ll explore our views about the new technology standards, share ideas about implementing them in social work practice, and discuss what might be added to the standards at a later date.

Allan Barsky is Professor of Social Work at Florida Atlantic University. He chairs the NASW Code of Ethics Review Task Force and was a member of the Social Work and Technology Practice Standards Task Force. For more information, please visit www.barsky.org and follow on Twitter @drbarsky.

 

 

Questions to Explore:

  1. How do you think the standards will be useful in your work?
  2. Which macro issues do the standards deal with effectively, and which ones could have also been addressed?
  3. How do you think the standards deal with ethical issues such as confidentiality, dual relationships, free speech, and boundaries?
  4. What are the ongoing ethical issues that the social work profession should address as the use of technology grows and changes?
  5. How can the standards be used to more effectively adapt and deal with issues related to technology?

As a profession, we can hope the technology standards will spur on tech adoption and guide social workers to be conscientiousness as technology transforms areas of practice. At the same time, we could think about the ways that our professional associations could be doing more to encourage social workers to explore the full potential of new and emerging technology.

The art of the possibility is vast and wide in terms of what technology can help social workers accomplish. This chat aims to be yet another starting point for continued conversations about how the technology we use in practice will continually evolve.

The Standards for Technology in Social Work Practice was developed by representatives from National Association of Social Workers, Association of Social Work Boards, Council on Social Work Education, and the Clinical Social Work Association, as well as consultations with social workers from various backgrounds. In the summer of 2016, the Task Force solicited feedback and comments from the social work community. This feedback contributed to many changes that were incorporated into the final version that was approved by all four national associations.

Resources

Standards for Technology in Social Work Practice

Technology Standards in Social Work Practice: Give NASW feedback — #MacroSW Chat 07-14-16 and chat archive.

New Technology Standards for Social Work: Ethical Implications by Frederic G. Reamer, PhD

Zur – Digital Ethics and Telemental Health

Social Media & Social Work Ethics: Determining Best Practices in an Ambiguous Reality, Harbeck Voshel & Wesala

Ethics Alive! Respect in Social Work Advocacy, by Allan Barsky, JD, MSW, PhD and Laura Groshong, LICSW

Barsky, A. E. (2017). Social work practice and technology: Ethical issues and policy responses. Journal of Technology in Human Services, 35(1), 1-12. doi:10.1080/15228835.2017.1277906

 

 

#MacroSW Chat 7/13/2017: Social Work in a Post-Election Nation

View the chat transcript.

The 2016 presidential election left many social workers wondering about the future of the profession and what Donald Trump’s victory would mean for social workers and the populations they serve. Now, more than eight months later, we’d like to hear about what you’ve been doing since the election.

Join us on Thursday, July 13, at 9 p.m. Eastern (6 p.m. Pacific) for the #MacroSW chat co-hosted with Social Work Today (@SocialWorkToday). We’ll explore social work in a post-election nation, share ideas about how to get/stay involved in advocacy and discuss ways social workers can help heal the deep divisions exposed by the election.

Chat Questions:

  1. How has the election affected you as a social worker and the populations you serve (clients, students, etc.)?
  2. Has your involvement in political action/advocacy changed since the election? In what ways?
  3. What advice would you give a fellow social worker who wants to get more involved but isn’t sure how?
  4. Have you experienced “resistance fatigue”? How do you combat it?
  5. What can social workers do to foster respectful dialogue with individuals who have different political opinions?

Shortly after the election, Social Work Today magazine spoke with social workers around the country as they contemplated the effects of a Trump administration. Many worried about cuts to social programs, rollbacks of legislation protecting vulnerable groups, an exacerbation of income inequality and an increasing polarization of political discourse. As evidenced over the past several months, these fears were not an overreaction. Programs to help low-income people are on the chopping block, the Affordable Care Act is under threat, and immigrants, people of color and LGBTQ individuals worry about their safety. And the political environment in governments across the country seems more toxic than ever.

However, social workers also expressed hope that the election would ignite a new sense of purpose among social workers and drive them to more actively advocate, engage in the political process and educate people about the profession’s role in promoting equality. These hopes, too, have been largely realized, and social workers are more involved in political protests, reaching out to their legislators and even contemplating running for office. They also are standing up for people who may feel confused, anxious or threatened in a post-election world.

Resources:

Campbell, O. (2017, May 9). Liberals and conservatives are equally likely to seek out political bubbles. New York. Retrieved from http://nymag.com/scienceofus/2017/05/the-right-and-left-are-both-bad-at-hearing-opposing-views.html

Dale, M. (2015). Social work tips for creating grassroots advocacy. NASW News, 60(6). Retrieved from http://www.socialworkers.org/pubs/news/2015/06/grassroots-advocacy.asp

National Association of Social Workers. (2008). Code of ethics. Retrieved from https://www.socialworkers.org/pubs/code/code.asp

National Association of Social Workers. (2017). Advancing the American agenda: How the social work profession will help. Retrieved from http://www.naswdc.org/advocacy/issues/EX-BRO-24617.TrumpTransitionBro.pdf

Reardon, C.C. (2017). Social work in a post-election nation: Facing challenges, encouraging hope. Social Work Today, 17(2). Retrieved from http://www.socialworktoday.com/archive/032117p10.shtml

Weinstein, E. (2017, January 30). Are you experiencing resistance fatigue? HuffPost. Retrieved from http://www.huffingtonpost.com/entry/are-you-experiencing-resistance-fatigue_us_588ff968e4b080b3dad6faf1

 

#MacroSW Chat 7/6: ADA & Section 504: Disabled Students’ Rights on College Campuses

Image of an empty classroom. Classroom has three rows of tables with blue chairs. In front of the classroom is 3 large white boards.
Some rights reserved by Steven Brewer

Chat archive available!

Disabled students’ rights to receive an education and accommodations are protected under two important policies.  The Americans with Disabilities (Act) prohibits the discrimination of Americans who are disabled, and Section 504 of the Rehabilitation Act of 1973 states that all colleges and universities that receive federal funding (most public and private institutions) have to provide accommodations to disabled students.  

Though these policies exist, disabled college students receive pushback from their colleges and professors in accessing and acknowledging the accommodations they need to succeed in the classroom.  These barriers impede on students’ ability to engage, learn, and feel included and respected.  The growing trend of ignoring that accommodations are vital and not a hindrance is one that must be addressed.  

As we prepare to celebrate the 27th anniversary of the ADA on July 26th, and the start of the 2017-2018 academic year in a few weeks, it is fitting for students, professors, and social workers to understand the barriers disabled students on campuses experience, and how to advocate for their rights.  

Here are a few resources that goes in-depth about the mandates that protect disabled college students, stories of failing to receive or allow accommodations, and how to advocate:

A Comparison of ADA, IDEA, & Section 504
https://dredf.org/advocacy/comparison.html

Despite accommodations, some UMN students clash with professors over “unseen” disabilities
http://www.mndaily.com/article/2017/04/despite-accommodations-some-umn-students-clash-with-professors-over-unseen-disabilities

How Can Universities Better Support Disabled Students to Graduate
http://www.rootedinrights.org/how-can-universities-better-support-disabled-students-to-graduate/

Why I Dread the Accommodations Talk
http://www.chronicle.com/article/Why-I-Dread-the-Accommodations/239571

The Neglected Demographic:  Faculty Members with Disabilities
http://www.chronicle.com/article/The-Neglected-Demographic-/240439

Self-Advocacy:  Know Yourself, Know What You Need, Know How to Get It
http://www.wrightslaw.com/info/sec504.selfadvo.ld.johnson.htm

Our #MacroSW Partner facilitating the chat is Vilissa Thompson (@VilissaThompson).

Here are the questions we hope to discuss during the chat:

  1. Is the thinking about accommodations for disabled students tied to ableism, ignorance, or both?
  2. Has your college campus prioritized ensuring that students receive the accommodations they have a right to?  Why or why not?
  3. Have you witnessed or experienced resistance to acknowledging the accommodations of disabled students?
  4. Academics: How do you view providing accommodations to students in your classrooms?
  5. Students: Do you feel that professors understand why accommodations are important?  Why or why not?
  6. All: What can be done to eliminate stigma and resistance to respecting the accommodation needs of disabled students?

 

#MacroSW 6/29: Toxic Inequality Chat w/ Dr. Thomas Shapiro

Jane-Addams
Image source: http://www.sociologyatwork.org/international-womens-day-jane-addams/

Chat archive available!

At #MacroSW, we often address inequality issues and the seemingly impenetrable macro systems that sustain them. We explored the AASWSW Grand Challenge: Financial Capability and Asset Building for All. Economic justice and equity were one of NASW’s top five social justice priorities for 2016. As Dr. Thomas Shapiro, the Director of the Institute on Assets and Social Policy and the Pokross Professor of Law and Social Policy at The Heller School for Social Policy and Management at Brandeis University, has said:

Inequality goes far deeper than just income and wealth. It determines who can overcome obstacles: some have them cleared from their path, while others have trouble recovering from even minor mishaps. At its heart, inequality is about access, opportunity, and just rewards. For too long, toxic inequality has defined the landscape of our country, dictating where people live, how they fare, and what futures their children face. Its mechanisms can seem invisible, even inevitable. But they are man-made, forged by history and preserved by policy. Changing them is up to us.

Professor Shapiro’s primary interest is in racial inequality and public policy. He is a leader in the asset field with a particular focus on closing the racial wealth gap.  He co-authored a groundbreaking study, The Roots of the Widening Racial Wealth Gap: 

shapriohorizontal.jpgExplaining the Black-White Economic Divide. The Hidden Cost of Being African American: How Wealth Perpetuates Inequality, 2004 was widely reviewed. With Dr. Melvin Oliver, he wrote the award-winning Black Wealth/White Wealth, which received the 1997 Distinguished Scholarly Publication Award from the American Sociological Association. In 2011 he was awarded a Fulbright Scholarship to study the wealth gap in South Africa.

Shapiro - Toxic InequalityJoin us this Thursday, June 29 at 9pm EST, as we welcome Dr. Shapiro to #MacroSW and discuss his latest book,Toxic Inequality. Dr. Shapiro’s widely anticipated new book Toxic Inequality: How America’s Wealth Gap Destroys Mobility, Deepens the Racial Divide, & Threatens Our Future was recently released March 2017.

Chat questions:

  1. How do you define toxic inequality? Why is it important?
  2. Describe how wealth is a “fundamental pillar of economic security” (pg. 14).
  3. Describe the role of racial disparities in wealth and income inequality.
  4. How can social workers and others fight toxic inequality?

#MacroSW Chat 6/22/17: Self-Care for Sustaining Our Social Work Practice

View the chat archive.

Over several decades, social work and other helping professions have become increasingly cognizant that professional stress too frequently leads to burnout, compassion fatigue, and vicarious trauma. These pandemic phenomena contribute to practitioner impairment, staff turnover, compromised services, risk management concerns, and professional crises. Attention to self-care is necessary for sustaining individual practitioners and our profession and essential for professional effectiveness.

Join us on Thursday, June 22 at 9 pm EST (6 pm Pacific) for the #MacroSW chat to discuss self-care co-hosted with media partner The New Social Worker Magazine (@newsocialworker)‏ and featuring guest experts:

Dr. Erlene Grise-Owens, Ed.D., LCSW, LMFT, MSW, MRE, Partner, The Wellness Group, ETC and co-author of  The A-to-Z Self-Care Handbook for Social Workers and Other Helping Professionals

@DrGriseOwens

 

 

Laura Escobar-Ratliff, MSW, CSW, Partner, The Wellness Group, ETC, Division Director, Centerstone of Kentucky

@LauraE_R

Focus on self-care requires acknowledging the interaction between micro, mezzo, macro, and even meta dimensions.  The emphasis on self-care as a core element of ethical and competent practice requires developing knowledge, skills, and resources. The A-to-Z Self-Care Handbook for Social Workers and Other Helping Professionals is for individuals, agencies, and educational programs to guide the development of self-care as a core aspect of professional practice.

Five Questions We’ll Explore:

  1. How do you define self-care?
  2. What are your successes, struggles, and strategies with self-care?
  3. In what ways do you integrate self-care in HOW you do your work?
  4. What are some connections between macro practice and self-care?
  5. What is one self-care commitment you will make to sustain YOUR social work practice?

Self-care is a lived experience. Dr. Erlene Grise-Owens was fired from a full, tenured faculty position, and simultaneously, Laura Escobar-Ratliff (and other colleagues) resigned from the same university. This difficult path required radical self-care, especially since this development was made public through media coverage of the comprehensive and censuring investigative report by the American Association of University Professors (AAUP’s) report. AAUP officially censured the university on June 17, 2017. Also, read Erlene’s recent blog post, Fired Up to Spark Self-Care.

Self-care sustains us, personally—and is essential to sustaining the profession of social work! We look forward to an engaged and important discussion with you about macro social work and #SelfCare!

Resources

  • The New Social Worker’s Self-Care Section, includes Eriene Grise-Owens’ Self-Care A-to-Z blog and other articles on self-care, The New Social Worker magazine
  • Self-Care Solutions: Facing the Challenge of Asking for Help, Liza Greville, MA, LCSW, Social Work Today
  • The International Federation of Social Workers (IFSW)’s Statement of Ethical Principles (approved in 2004) states: “ Social workers have a duty to take necessary steps to care for themselves professionally and personally in the workplace and society” (Article 5, Professional Conduct, #6)
  • NASW published in 2008 an Issue and Policy Statement on Professional Self-Care and Social Work The statement delineates key aspects for both individual and systemic attention. This compact and compelling statement on the crucial importance of self-care should be required reading for every social worker on a regular basis.
  • This blog post on Self-care and Organizational Wellness provides a succinct contextual understanding of the interactive nature of (micro) self-care and larger systems (e.g., teams, organizations, etc).
  • University of Buffalo’s online Self-Care Starter Kit hosted by Dr. Lisa Butler and colleagues.
  • The Wellness Group, ETC which provides evaluation, training and consultation to human service professionals and organizations.

#MacroSW Chat 6/15/17: Aging in the 21st Century with Dr. Nathalie P. Jones

Update: the archive for this chat can be found here

For our Thursday chat on June 15th, #MacroSW chat will cover Aging in the 21s Century.

digital life

When thinking about aging in the 21st Century, consider that individuals are: living longer, making more healthy life choices, using technology to stimulate their minds, and becoming more physically active.

The current condition of the aging population is a focus of heightened discussion within the social work profession (one example of this focus is the upcoming virtual NASW conference, Aging Through the Social Work Lens). According to the National Institute on Aging, in 2010 there were 524 million people aged 65 years and older, representing eight percent of the global population. Moreover, older adults are increasing participation in physical activities, and have demonstrated increased technology use, which increases cognitive stimulation. This suggests possible explanations for increased life expectancy. As a result, academic and practical social workers are seeking deeper insights for this life expectancy, and overall quality of life.  Research emphasizes the life choices that the older adults are making as it relates to health, physical activity and brain activity through technology use. When older adults become more active, their heart rate increases and their confidence is heightened by their independence (Berlin, Kruger and Klenosky, 2017).

According to Pew Research Center, 79% of people in the United States use technology on a regular basis. Of this percentage, adults aged 65 to 69 are known to spend large amounts of time online. Technology use has become popular across the board with populations ranging from infancy to older adults. In particular, it has impacted the older population by increasing their cognitive activity; provided support for safety precautions (security cameras); and has allowed for overall heightened independence (Rogers, Stronge and Fisk, 2005). While the aging population has more choices to prolong life, it seems that they are in need of more social workers to support and advocate on their behalf. While discussing and exploring aging in the 21st Century, the limitations include current literature in practice and social work education on aging in the 21st century. The strengths include the ability to explore and to add to this body of literature as well as to increase the emphasis on social work with aging populations within social work education.ProfNJones

Our guest host will be Nathalie P. Jones, PhD, MSW (@DrNJonesTSU), Assistant Professor in the Department of Social Work at Tarleton State University.

Nathalie enjoys working with the aging population and has a research interest that includes Healthy Aging. As a Masters level student Nathalie completed her internship serving the older population. Also, while in practice Nathalie was a gerontology social worker for the West Palm Beach Housing Authority. Currently, she is a Faculty Fellow and is proud to have the opportunity to discuss Aging in the 21st Century during the #MacroSW chat.

Possible discussion questions for the #MacroSW chat:

  • When you were younger how did “aging” look to you?
  • As you got older, how did your impression of aging change?
  • What age is considered the late adulthood phase?
  • What does aging look like to you in the 21st Century?
  • What impact does the younger generation have on the aging population?
  • How has technology impacted the aging population currently, like social media?
  • How can social workers support the aging population in the 21st century?

Additional Questions:

  • In what ways have you seen technology among members of the aging population?
  • What barriers to physical activity have you seen older adults struggle with?
  • How should social workers become more visible/interactive with and to the aging population?

About #MacroSW:

#MacroSW is a collaboration of social workers, organizations, social work schools, and individuals working to promote macro social work practice. Macro social work practice focuses on changing larger systems, such as communities and organizations. It encompasses a broad spectrum of actions and ideas, ranging from community organizing and education to legislative advocacy and policy analysis. The chats are held weekly on Twitter every Thursday at 9 p.m. EST (6 p.m. PST). Click here for a list of chat partners. For information about how to participate in the #MacroSW chat, view our FAQs. For chat schedule and chat archives check out: http://macrosw.com.

References:

Anderson, M. & Perrin, A. (2017), Tech Adoption Climbs Among Older Adults. Pew Research Center Retrieved from http://www.pewinternet.org/2017/05/17/tech-adoption-climbs-among-older-adults/

Berlin, K., Kruger, T., & Klenosky, D. B. (2016). A mixed-methods investigation of successful aging among older women engaged in sports-based versus exercise-based leisure time physical activities. Journal of Women & Aging, 1-11.

National Institute on Aging Retrieved from https://www.nia.nih.gov/research/publication/global-health-and-aging/living-longer

Rogers, W. A., Stronge, A. J., & Fisk, A. D. (2005). Technology and aging. Reviews of human factors and ergonomics, 1(1), 130-171.

20 by 2020 proposal to the CSWE

By Rachel L. West

You can help make macro matter. The Commission to Advance Macro Social Work Practice has delivered the 20 by 2020 proposal to the CSWE.

The CSWE (Council on Social Work Education) is a regulatory body charged with accrediting all BSW and MSW programs in North America. They set the standard for social work curricula and field placements.

Since it’s inception, the Commission has worked to advocate and strengthen macro social work practice. For the past couple of years they have worked on creating the 20 by 2020 proposal.

The proposal calls for:

The Special Commission proposes that CSWE actively supports steps to increase MSW student enrollment in macro practice concentrations nationally to 20 percent of MSW students declaring a concentration by the year 2020. (This is a national figure, not a school-by-school objective.) (Source)

The CSWE will review the proposal at its June 15th Board meeting.  #MacroSW has written an endorsement letter. On behalf of the Commission we are asking social workers and organizations (schools of social work and associations serving macro practice professionals) to do the same.

Below you will find links to a sample letter and the proposal. The endorsement letter must be in PDF format. Please email your letter to Michael Reisch by June 14th.

You can read the full proposal here. If you need assistance writing your letter you can refer to ACOSA’s endorsement letter here. Please do not copy and paste from the letter. Use your own words to express why your in support of the 20 by 2020 proposal. Your support is much appreciated.

Building the #MacroSW Syllabus Chat, 6/8 at 9pm EST

img_5506
The author’s “it’s on the syllabus” T-shirt, lying on a syllabus.

Chat archive now available!

It’s on the syllabus” may be one of the most common refrains in the classroom and educator email inbox. It is a phrase meant to tactfully remind students that they may already possess the answer to the question they are asking. However, we do not yet have a syllabus for #MacroSW, and we need your help to build one.

The #MacroSW Syllabus (http://bit.ly/macroswsyllabus) is an open source document created by #MacroSW Chat Partners that enables macro social work practitioners to share community practice resources. It is a free resource whose aim is to gather resources for students and professionals who are engaging in macro practice. #MacroSW is a collaboration of social workers, organizations, social work schools, and individuals working to promote macro social work practice. Macro social work practice focuses on changing larger systems, such as communities and organizations. It encompasses a broad spectrum of actions and ideas, ranging from community organizing and education to legislative advocacy and policy analysis.

If you have questions or problems accessing the document please email us at OfficalMacroSW@gmail.com. You can also connect with us on Twitter (@OfficalMacroSW) and Facebook (https://www.facebook.com/macrosw). We encourage you to share the link with other macro social workers. This includes sharing the syllabus link via email, social networking account or through other forms of media. When sharing through social networking sites, such as twitter, please use the hashtag #MacroSW.

Submission Guidelines:

  1. Material must be focused on macro practice social work
  2. Shared resources must be easy to access
  3. Resources should be free or low cost
  4. Please use APA style
  5. The #MacroSW Syllabus uses a Creative Commons license. Please read the licensing guidelines here.

Chat Questions:

  1. Why does #MacroSW matter to you? What is your #MacroSW story/journey?
  2. What are your favorite #MacroSW resources?
  3. What #MacroSW resources do you still need?
  4. Help us develop this resource by adding directly to the syllabus here: http://bit.ly/macroswsyllabus Please share with at least 5 contacts!

We will use this discussion to develop the #MacroSW syllabus – your feedback and syllabus additions will help us make sure it best reflects our community, concerns, experiences, and voice.

Community Intervention Models: Problems, Strengths and Future Applications

 

 

Community Intervention Models: Problems, Strengths and Future Applications

Many community intervention models are mentioned in the literature, and three key approaches are referenced (Rothman, Erlich & Tropman, 2001). Let’s look at a brief description of these approaches. The first, locality development, stresses the involvement of a wide range of participation among community members addressing issues of central concern to them. Social solidarity is a strong requirement for success in this approach (Homan, 2004; Rothman et al., 2008). The second approach comes from social planning and policy and stresses the use of experts and educated professionals solving the community’s problems-often from a distance. This approach is empirical and data driven (Homan, 2004; Rothman et al., 2008). The third type of model comes from social action approaches which frequently emphasize the differences between the advantaged and disadvantaged within a community. This approach applies pressure on the advantaged group to leverage social change (Hoeffer &Chigbu, 2015).

Strengths

While these three models are not exhaustive, (Rothmanm 1996) this has been somewhat of a useful lens from which to conceptualize and develop and evaluate community change efforts. Each model has been utilized to some degree to help create and measure community change, has mobilized community members and has provided useful ways for people to address systemic problems.

Associated Problems

In today’s rapidly moving and complex social environment not all of the three models produce positive community change.  In fact, they are likely outdated ( Boehm & Cnaan 2012). To meet the challenges of today’s societal demands, scholars and community practitioners have called for a hybrid approach due to the problems inherent in each modality. For example the locality approach emphasizes helping people help themselves, but this approach is often to blind to the larger factors of national, state or local government which often overshadows the ability of the localized population to mobilize for themselves see themselves as relevant actors (Carlton-LaNey, &Burwell, 1995). The social planning approach is criticized for being overly, rigorous, rational, and technical. In communities where the populace has less educational opportunities data driven strategies may leave people behind. Finally, one of the problems associated with the social action approach is that is highly militarized (Hoefer &Chigbu). The use of confrontational tactics and pitting one group against another usually requires the use of a third-party to resolve the inherent conflicts.

Newer Approaches

The literature suggests newer models have been developed in recent years including the community advocacy model, community engagement and feminist models, as well as a number of others (Boehm & Cnaan, 2012). While all these models have relevance and are more useful, than previous ones, they are primarily rooted in the classical models so many of the original limitations exist. One of the main criticisms is the overall lack of community involvement from the beginning stages. Newer approaches will need to include community members and community practitioners’ perspectives from conceptualization, implementation through evaluation. This empowers participants to share and build strengths as active initiators based on their perspectives on what needs to change, how it will change and when change will take place (Hoefer & Chigbu).

A new conceptual approach to community intervention is called the MAP-  Motivation and Persuasion Process, which is a hybrid configuration that addresses most of the gaps in the 3 classic models .(Hoefer & Chigbu). A major criticism of all three classic models is the lack of community involvement of its members in decision-making (Boehm & Cnaan, 2012). Bundled in a theoretical framework of empowerment, the MAP brings together persuasive psychology, motivational counseling, and principled negotiation to integrate community involvement as central to the model.  A number of studies indicate these approaches have been successful in working with communities, institutions and individuals (Cialdini , R.,2009; O’Donohue & Beitz, 2007; Pliois, 2007).  The MAP helps community members develop skill in self- negotiation with institutions and is built on principles which are central to social work:  self-determination and community empowerment (Goldworthy, 2007). Community members work alongside community practitioners and policy makers to learn a variety of skills leading to positive outcomes including use of authority, maintenance of consistency, demonstration of commitment, maintenance of objectivity, tactful response to resistance, display of empathy, and pursuit of self efficacy. These components comprise a model of community change by empowering community members to collectively come together with a skill set that can lead to successful outcomes (Hoefer and Chigbu).

macrosw 6-1-17 community models

Conclusion

Hopefully as macro social workers assume more central roles in public policy, urban planning and municipal government, social work values will support more community planned change models.   We must continue to advocate for centralized, normative opportunities for collaboration between community members, community practitioners and strength based problem solvers to work equitably in solving community problems.

Questions for tonight’s chat:

1 .What are the macro (social and community) challenges receiving most attention in your community today and why?

  1. In addition to the MAP what community intervention models do you think are more relevant to today and why?
  2. How do you see macro social work values operating in your community’s approach to solving problems and identifying strengths?
  3. What is the level of engagement between community members and community practitioners in addressing your community’s challenges?

If time permits-

  1. How visible are macro social workers and allied professionals in city planning, municipal and county government in your community?
  2. What is social work’s role today in helping our communities develop new models of community intervention?

 

References

Boehn, A. & Chnaan, R.  (2012). Towards a practice-based model  for community intervention. Linking So theory and practice. Journal of Sociology and Social Welfare, 39, 141-168.

Carlton-Laney, I.,  & Burwell, N. (1995). African American  community practice models:  Historical and contemporary responses. Journal of Community Practice, 4(2),1-6.

Cialdini, R. (2009). Influence: Science and Practice (5th ed.). New :York NY; Pearson.

Hoefer , R. & Chigbu, K.2015) The motivation and persuasion process (MAP):  Proposing a practice model for community intervention

Goldsworthy, J. (2002). Resurrecting a model of integrating  individual work with  community development and social action. Community Development Journal, 37, 327-337.

Homan,M. (2004). Promoting community change: Making it happen in the real world. Belmont,CA: Brooks/Cole

Pliois, E. (2007).Competency in generalist practice: A guide to theory and evidence based decision making. New York, NY: Oxford University Press.

Rothman, J. ,Erlich, J., & Tropman, J., (2001 strategies of community intervention. (6th ed.).  Itasca, IL: F,E.Peacock.

 

 

Media Night on 5/25/17: Indian Child Welfare Act with Melanie Sage and National Indian Child Welfare Association

Transcript from this chat: https://storify.com/OfficialMacroSW/media-night-on-5-25-17-indian-child-welfare-act-wi

For our Maimagesy Media Night, we will be talking about the Indian Child Welfare Act (ICWA). ICWA, a federal law passed in 1978, seeks to keep American Indian and Alaskan Native children with their families. Although nearly forty years have passed since this problem was identified and a legal intervention made, American Indian children are still significantly overrepresented in foster care. The ICWA law is often not properly upheld, and has not addressed the problem it was designed to fix. There are no clear means of enforcing ICWA outside of court appeal.

Major components of ICWA include: 1) the need for active efforts to prevent removal of AI/AN children from their families and to reunify them as soon as there are no longer imminent risks to safety; 2) placement preference to keep children with family, cultural community, or an AI/AN family if they must be placed out of home or adopted; and 3) communication with the tribe with whom the child is enrolled whenever the public child welfare agency intervenes.

Here is a link to four short YouTube videos that share the stories of families affected by ICWA: https://www.youtube.com/watch?v=VpxlN7vL_lA&list=PLDv7Yx44CyGQWp2gwf094UnZBeKnMJx5w

These stories were produced by National Indian Child Welfare Association (NICWA) and are called The Heart of ICWA.

Our guest hosts will be Melanie Sage (@melaniesage) , PhD, LICSW, Assistant Professor at the University of North Dakota, and the National Indian Child Welfare Association (@NativeChildren).

MelanieSageMelanie Sage is a child welfare researcher, and is currently leading a statewide ICWA compliance improvement project. This $2.5 million federally funded project seeks to bring stakeholders together across systems to improve ICWA compliance and the rate at which AI/AN children are protected safely with their families and in their communities after contact with child welfare systems.

downloadThe National Indian Child Welfare Association (NICWA) is a national voice for American Indian children and families. We are the most comprehensive source of information on American Indian child welfare and the only national American Indian organization focused specifically on the tribal capacity to prevent child abuse and neglect.  NICWA is a private, nonprofit, membership organization based in Portland, Oregon. Our members include tribes, individuals—both Indian and non-Indian—and private organizations from around the United States concerned with American Indian child and family issues.

Our #MacroSW Partner facilitating the chat is Laurel Hitchcock (@laurelhitchcock).

Here are the questions we hope to discuss during the chat:

  1. Why is the ICWA federal law of 1978 insufficient for changing child welfare practice?
  2. Whose responsibility is it to enforce ICWA, and how should they be held accountable?
  3. How can child welfare agencies become more responsive to the value of family and cultural connections?
  4. How can social workers be better advocates for ICWA?
  5. What will you do to defend ICWA?
  6. What was the most piece of information you learned about ICWA from this chat and why?

About #MacroSW:

#MacroSW is a collaboration of social workers, organizations, social work schools, and individuals working to promote macro social work practice. Macro social work practice focuses on changing larger systems, such as communities and organizations. It encompasses a broad spectrum of actions and ideas, ranging from community organizing and education to legislative advocacy and policy analysis. The chats are held weekly on Twitter every Thursday at 9 p.m. EST (6 p.m. PST). Click here for a list of chat partners. For information about how to participate in the #MacroSW chat, view our FAQs. For chat schedule and chat archives check out: http://macrosw.com.

About #MacroSW Media Nights:

Tune in for our once a month #MacroSW Media Night to talk about different social problems highlighted by the press. We’ll feature a video, podcast, blog post or article that features a hot topic. These chats are ideal for class assignment or extra credit opportunity.  For the chat schedule: https://macrosw.com/special-events/.