With the increase in the numbers and life spans of older adults, intergenerational relations have become more common within families, communities, and social policy. Using these three perspectives, the challenges and opportunities of bridging generational relationships are presented. Implications for social work practice and policy are included.
Nancy P. Kropf
Michele Eggers-Barison and Lalit Khandare
Global health has been gradually gaining more traction in social work education. Global health addresses prevalent health vulnerabilities and collective responsibilities that transcend national borders. Global health is a multidimensional issue, which elicits an interdisciplinary multidimensional response. Various disciplines are in search of definitions, theoretical frameworks, and practice methodologies, including the development of competencies to meet global health needs. The need for social workers to critically engage in health inequities within social, cultural, economic, and political contexts globally is essential to bring effective change in the lives of those most marginalized and impacted by global health inequities. Social work is well positioned to address these needs through international social work practice and professional global standards to advocate for just policies and practice and to enhance equity and inclusiveness to promote social justice and human rights.
This article proposes social equity as a paradigm to guide social work practice and education. “Cultural equity” encompasses the multiplicity of personal, social, and institutional locations that frame identities in therapeutic practice as well as the classroom by locating these complexities within a societal matrix that shapes relationships of power, privilege, and oppression. Foregoing cultural competency for a cultural equity framework requires both analysis and interruption of the “otherizing” process inherited through multicultural discourses and the legacies of colonization. Through the use of education for critical consciousness, accountability through transparency, community-learning circles, progressive coalition-building, and usage of action strategies, transformative potential is revealed across multiple sites, both local as well as global. Multiple illustrations for the coherent application of cultural equity in social work practice and education are offered.
Eric R. Kingson, Dana Bell, and Sarah Shive
This entry examines why our nation’s Social Security system was built, what it does, and what must be done to maintain and improve this foundational system for current and future generations. After a discussion of the social insurance approach to economic security and its underlying principles and values, the evolution of America’s Social Security system is reviewed—beginning with the enactment of the Social Security Act of 1935, through its incremental development, to the changed politics of Social Security since the mid-1990s. Next, program benefits and financing are described and contemporary challenges and related policy options are identified, in terms of both the program’s projected shortfall and the public’s need for expanded retirement, disability, and survivorship protections. The entry concludes by noting that social workers have an important role to play in shaping Social Security’s future.
Heather Larkin, Catherine LaBrenz, Stephen Oby, Beth Gerlach, Eunju Lee, Katharine Briar-Lawson, and Lisa Good
The adverse childhood experiences (ACE) study, including long-term health implications, is reviewed, followed by an overview of community approaches to addressing ACEs by building resilience in programs and communities. The restorative integral support (RIS) model embodies social work’s person-in-environment perspective and offers a framework to understand and respond to ACEs and their consequences. Social work’s role in addressing ACEs includes the importance of cross-disciplinary, interprofessional, and community-engaged strategies to enact community and system-wide change. Policy and practice implications to foster a culture of health and well-being are emphasized.
Jessica Greenawalt, Jan Ivery, Terry Mizrahi, and Beth B. Rosenthal
Coalitions are mechanisms to bring organizations and individuals together for collective efforts ranging from short-term crisis responses to longer-term problem-solving for social change. Coalitions create a specific type of collaboration that is dynamic and responsive to current events in the social, political, economic, and physical environments. In addition to addressing diverse issues, coalitions can be structured to position those most impacted by the issues to have greater influence in addressing them. This article frames an understanding of coalitions within the context of equity and power and suggests aligned language and approaches. Coalition-specific challenges and opportunities are presented to illustrate how coalition building is both a process and an outcome for developing equitable and inclusive practices in macro social work.
Melissa Jonson-Reid and Sheretta Butler-Barnes
Educational policy in the United States has evolved over the last hundred years to address a vast range of issues, including creating a universal system of primary and secondary education, trying to ensure equity and access for students, preparing youth for the workforce, preparing youth for postsecondary education, improving academic outcomes, and school safety. The following summarizes key historical trends, judicial rulings, and legislative milestones that have helped form educational policy in the United States. The current role and potential for social work engagement in macro level advocacy for educational policy is also discussed. Special attention is given to current challenges.
Darcey H. Merritt, Rachel D. Ludeke, Krushika Uday Patankar, Muthoni Mahachi, and Morgan Buck
Racial justice remains a hot-button issue in the United States, particularly in the aftermath of several high-profile murders of Black and Brown people due to state-sanctioned violence. There is an increased need to explore how racial injustice remains prevalent intentionally and comprehensively in all aspects of micro, mezzo, and macro social work practice. Racism is pervasive in the social work profession, and it is therefore important to address the ways in which it underpins established human service systems (e.g., public assistance and child welfare).
Ronald Pitner and Izumi Sakamoto
For social workers, developing cultural competence is a necessary hallmark for interacting with our increasingly diverse and complex world. Developing cultural competence, however, requires continuously raising one’s level of critical consciousness. Critical consciousness and related concepts such as reflexivity, critical self-reflection, and critical self-awareness are widely recognized as a fundamental building block of human service practice, including social work practice. However, the dynamics involved in raising our own levels of critical consciousness are lengthy and messy because we often encounter cognitive and affective roadblocks. Thus, there is no single pedagogical strategy that could help all social work students effectively engage with this process. In this article the concept of critical consciousness postulated by Pitner and Sakamoto is applied specifically to the social work classroom setting. Their Critical Consciousness Conceptual Model (CCCM), which describes the process of developing critical consciousness by engaging one’s cognitive, affective, and behavioral domains, is presented. How this model can be incorporated as a pedagogical tool to help social work students develop and further strengthen their own levels of critical consciousness in the classroom setting is discussed, as are various pedagogical methods, including classroom debate, identity paper assignment, “creating a world map” exercise, and mindfulness-based pedagogy. Finally, implications for social work education are explored.
Michele Rountree and Courtney McElhaney Peebles
Communities of color are disproportionately burdened by the prevalence of HIV/AIDS. Research has shown that race and ethnicity in the United States are population characteristics that correlate with other fundamental determinants of health outcomes. This entry will chronicle the history of the epidemic, report the disparate impact of the disease affecting communities of color, and acknowledge the social determinants of health that contribute to the vulnerability of risk. A call to address the imbalance of health inequities, with a complement of individual-level interventions and new approaches that address the interpersonal, network, community, and societal influences of disease transmission, is discussed.