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Contact us at socwork@uwindsor.ca | | |
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The School of Social Work
July 2024 Newsletter
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The mission of the School of Social Work is to promote
social justice through quality professional education, advocacy, community partnerships, and the development and dissemination of knowledge through enquiry.
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Welcome,
Dr. Siham Elkassem,
Assistant Professor
Dr. Elkassem joined the School of Social Work on July 1st. We are thrilled to welcome her to our School and we look forward to hearing about her exciting work! For more information on Dr. Elkassem, please visit her faculty profile.
Dr. Siham Elkassem is an Assistant Professor at the School of Social Work, University of Windsor. Siham’s teaching and scholarship are deeply informed by her decade of experience in direct practice and two decades in community engagement and advocacy. Drawing on her background, she brings a fusion of research, theoretical expertise and direct practice in her teaching approach. Siham is also committed to advancing knowledge in racialized and equity-seeking communities, employing critical praxis approaches and advocating for racial trauma-informed care. Passionate about teaching and mentorship, she is dedicated to nurturing the next generation of critical social work professionals and scholars.
Her Scholarly Interests/Area of Expertise are:
- Critical Race and Anticolonial Theorizing
- Racialized Communities
- Minority Stress and Racial Trauma
- Children and Youth Mental Health
- Community-based and participatory research approaches
- Qualitative methods
Dr. Elkassem recently presented at CASWE:
Muslim Youth Experiences with Islamophobia and Anti-Muslim Racism in Canada
Redressing Anti-Racism in Teaching and Practice | Réajustement de la lutte contre le racisme dans l'enseignement et la pratique
Description
This paper presentation explores a qualitative study that examined the experiences of Muslim youth in Canada with anti-Muslim racism, shedding light on the nuanced manifestations of explicit discrimination they encounter in their daily lives. As part of a larger study that examines Islamophobia and anti-Muslim racism through the lens and lived experience of Muslim youth from Black, South Asian and Arab Backgrounds. The research brings attention to the compounding effects of intersectionality, as female youth who wear hijab face a unique intersection of anti-Black, anti-South Asian, and anti-Arab racism, gendered Islamophobia, and anti-Muslim racism. This article discusses Muslim youth experiences with explicit Islamophobia and anti-Muslim racism, which involve outright verbal and physical, assaults, intimidation, harassment and violence targeted at Muslim youth due to their religious affiliation. Youth narratives recount incidents of being labeled as violent, terrorists, and inferior, perpetuating dangerous stereotypes and prejudices. These explicit forms of discrimination also extend to physical harm, as Muslim females wearing hijabs report incidents of harassment and assault in public spaces. This research presentation emphasizes the need for the social work profession to recognize and address this complexity when tackling Islamophobia and anti-Muslim racism. Overall, this study provides a significant contribution to the field of Canadian social work by highlighting the often overlooked experiences of Muslim youth with Islamophobia and anti-Muslim racism. This paper presentation will use the findings from this research to discuss important implications for inform anti-racist social work education, practice and research. This will include the need to include anti-Islamophobia and anti-Muslim racism in Anti-racism social work education, practice and research. By highlighting the lived experience of Muslim youth across intersections of social location, social work can draw upon youth knowledge to expand our understanding of racial justice models in our work with racialized and Muslim communities.
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Congratulations to the
FAHSS LEAD Medallion Scholar Award Recipients
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The School of Social Work congratulates the Social Work students who were recipients of the recent 2024 FAHSS LEAD Medallion Scholar awards. These students excel in leadership, engagement, research, and other areas of expertise.
Please find more information on our Dean's website and below:
The LEAD Medallion Scholars program is open to all Faculty of Arts, Humanities, and Social Sciences undergraduate students. The program recognizes students who have engaged in high impact student experience activities. LEAD stands for:
- Leadership through mentorship, peer-to-peer interaction/support, and campus involvement.
- Engagement through community service learning, studying abroad, and other planning and outreach activities.
Here are some of our outstanding LEAD Medallion Scholars in Social Work!
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Faith Akinkuade, MSW Student
I am an MSW and student-athlete on the women's varsity soccer team interested in mental health, social justice, psychotherapy, and advocacy.
I am an experienced and confident group coordinator, presenter, and facilitator. I was involved in the anti-black critical conversation panel last semester where I was on the panel and helped co-organize the event.
I aspire to continue leading groups, advocating on the black student-athlete perspective as well as making noise in the social work world with my voice to help others in marginalized groups.
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Cole Barber, BSW Alumni
Cole Barber is a recent graduate of the BSW program at UWindsor and was a recipient of the Bronze LEAD Scholar Medallion. Cole played an integral role in the Social Work Student Association as President and a CYC Transfer Representative. During his time, he contributed to the organization of events with the purpose of enhancing student experiences at the university and provide networking opportunities amongst peers. Cole decided to attend the University of Windsor to expand his passion in support individual of all ages from his initial focus on the youth population. Cole gained his experience in the field in his community through a placement agency offering opioid replacement therapy. Cole has also extended his skills through employment and volunteer opportunities in the youth and crisis support sectors.
Since graduation, Cole has settled into a role in the mental health field at the Canadian Mental Health Association as a Mental Health First Responder, providing support to individuals in the community and connecting with resources to assist in attainment of their mental health goals. As a member of the 2SLGBTQIA+ community, Cole is able to bring a more diverse perspective to the community and the population he works with. Furthermore, Cole's education provided him with the tools to aide in advocacy efforts and better understand how policy impacts services provided to individuals in the community. Cole is enthusiastic for his future in the social work field and the opportunity to implement the knowledge and skills gained from his time at the University of Windsor.
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Livanessa Jaquez Bonilla,
MSW Student
People’s daily lives are significantly influenced by their environment, available resources, and mental health.
Livanessa Jaquez Bonilla is deeply committed to her upcoming Master’s degree in Social Work at the University of Windsor, driven by a profound personal journey.
Having immigrated to Canada
8 years ago, Livanessa experienced firsthand the vital role of social workers navigating language, cultural differences, and mitigating the mental health impacts on her family during the immigration process. This experience sparked Livanessa’s fervent commitment to social justice, cultural understanding, and holistic mental health support.
Recently graduated from a Combined Bachelor of Honours in Disability Studies and Psychology, with a Minor in Modern Languages with a concentration in Spanish, at the University of Windsor, Livanessa has gained invaluable insights into human behaviour, mental health complexities, and the challenges faced by individuals in our community. Her bilingual proficiency enhances her ability to engage with diverse communities and understand cultural perspectives, fostering inclusivity in social services.
Livanessa’s practical experience includes working at the Homelessness and Housing Help Hub
(H4) in her most recent capacity as a Site Supervisor, where she has witnessed the profound
impact of homelessness on individuals’ physical, mental health, and secure housing. She aspires to pursue psychotherapy to further support vulnerable communities and enhance healthcare accessibility.
Looking ahead, Livanessa is dedicated to becoming a transformative force in the field of Social
Work, focusing on health and advocating for marginalized populations including those
experiencing homelessness, disability, or the challenges of immigration. Her interdisciplinary
background and unwavering commitment underscore her readiness to contribute meaningfully to
the profession.
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Kayou Palmer, BSW Alumni
They say people love talking about themselves, but for me, it has never been that easy; I believe myself to be more of a listener. Growing up, I have come across my fair share of social workers—some were better than others, and some genuinely left me stumped. In my interactions with social workers and people I've met along the way, it became apparent to me that I am a helper.
I believe my path has been laid out for me; I come from a long line of helpers, and my destiny is to assist others. Whether through the resources I share or the words I speak, if I can help even one person, I will consider my job done. One person can turn into 100; we never truly know whom we are helping. I am a person with multiple intersectionalities, and I understand and have struggled with certain identities, so I dedicated a hard four years to positioning myself to help marginalized communities.
Throughout my time at UWindsor, my experience has taken many forms—from loneliness due to the pandemic to periods of abundance and activity. Additionally, it has provided me with a wealth of experiences; it has truly become a home away from home. Working in residence services has allowed me to apply my learning in various ways and connect with the greater UWindsor community. It has also led to me being a LEAD medallion recipient. Being here has enabled me to forge genuine connections and work at the Women's Welcome Centre Shelter, which reaffirmed my commitment to this career path.
I will be attending Toronto Metropolitan University to pursue a Master’s in Social Work. While specifics for the future are not yet defined, I do know that I want to work within school boards, advocating for children who share similar backgrounds to mine. Ultimately, I aspire to establish a private practice that offers care to my community.
I live life expecting the unexpected, and while I have these plans, they are subject to change—nothing is set in stone until it is. As I navigate life, I remind myself of my social work anthem and that kindness is cathartic.
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Monica Saunders, MSW Student & BSW Alumni
My name is Monica Saunders, and I am a recent graduate of the Bachelor of Social Work program at the University of Windsor. I was fortunate to receive the FAHSS LEAD Medallion Scholar Award and be recognized as a student with Great Distinction. Growing up in the small town of Blenheim, Ontario, I developed a strong appreciation for the community and the strengths associated with communal reciprocity. Coming from an integrated community has deeply influenced my approach to social work. I attended the University of Windsor to develop strong professional relationships with my instructors and colleagues, and the university's student-instructor ratio allowed me to feel comfortable asking for assistance to succeed academically. As I will discuss below, the university provided me with critical experiences that equipped me to be the hardworking and dedicated graduate student I am today.
During my fourth year of the BSW program, I completed my field practicum at the Windsor Essex Child/Youth Advocacy Centre. As a student advocate at the organization, my role was to create a safe and comforting environment for children and youth in Windsor Essex County to share their stories of abuse with specially trained police investigators from Windsor Police, Ontario Provincial Police, and LaSalle Police Service. This role allowed me to develop the necessary skills to support child and youth victims of abuse and their families from a trauma-informed perspective while assisting families through the legal process. Through ongoing discussions with interdisciplinary professionals, I learned the value of symbiotic collaboration in providing support that opposes and works against oppressive systems, ensuring equitable access to counselling services for unique clients. Upon completing the student position at the Advocacy Centre, I realized my passion for working in the criminal justice system. As a present Master of Social Work student, I am eager to expand my knowledge of the philosophical underpinnings that guide the current social work practice. Furthermore, in the months ahead, I plan to gain a credible self-awareness of anti-oppressive, trauma-based practice modalities to facilitate meaningful work with vulnerable populations.
My commitment to equity in justice drives my passion for the criminal justice system. I am determined to use my graduate degree as a gateway to becoming a criminal investigator with an Ontario police force. As an assertive and determined individual, I am resolute in my mission to use the knowledge I learned as a social work student to dismantle the systematic oppression embedded within Canada's legal system. I aim to ensure equity in justice, a cause to which I am deeply committed. In summary, through my field practicum and academic experiences, I am eager to pursue a career in victim services, which allows me to coordinate with criminal justice professionals in supporting victims of crime and their families.
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Desmond Kamara, MSWwp Alumnus
Recent alumnus of our MSWwp program, Desmond Kamara, recently published his first book Looking Back: From Yele, Gbonkolenken Tonkolili District Sierra Leone to Lethbridge, Alberta Canada (Achieving an Educational Dream).
Desmond notes "It speaks to many communities, such as refugees and immigrants." Read more about Desmond below:
I was born in Sierra Leone, West Africa. I arrived in Canada to study from Sierra Leone after experiencing 12 years of civil war. I worked in Sierra with Amputees, women and girls affected by the war and former child soldiers. I further filmed a documentary “Lost Childhood” about child soldiers to expose the abuses that they experienced for the world to see and to document lessons learned after the rehabilitation.
I graduated from UOL with a degree in Anthropology. I studied development, won a scholarship to study human rights and genocide and have a degree in social work. I worked in international development, with the United Nations and International non-governmental organizations in Africa, the Caribbean, and Canada, where I provided strategic advice, advocacy, reintegration, and capacity building on sustainable policies, programming, and employment inclusion I am passionate about empowering people and communities to overcome barriers and achieve their full potential.
I speak English and French. This book “Looking Back” is my first book which tailors the values I received from my parents, experiencing the civil and achieving a dream to achieve education. I have written a second book which will be published in the coming weeks. I am a passionate public speaker and will be speaking at the International Dinner as a guest speaker in Alberta. (2025).
https://stories.ulethbridge.ca/alumnus-pays-tribute-to-university-in-autobiography/
https://www.ulethbridge.ca/notice/events/book-launch-alumnus-dez-kamara
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Dr. Candace Hind, MSW &
PhD Alumnus
Dr. Candace Hind is a graduate of our PhD program and a current sessional instructor for the upcoming fall 2024 semester.
She recently presented twice at CASWE. Her first presentation was with Aman Ahluwalia-Cameron, Field Learning Specialist and current PhD Student:
What keeps you going?: Sustainability in social work practice in LTC
P
Description
Social workers working in long-term care homes (LTC) in Ontario are facing needs for care that can address issues for residents, families, and staff that are concerned with psychosocial issues, behavioural issues, mental health, family dynamics, conflict, grief, end-of-life, and more. All of these issues became exacerbated in the context of the Covid 19 pandemic.
As part of my recent doctoral study, The role of the social Worker in LTC in Ontario: A qualitative study examining perspectives of social workers about their roles (2023), I asked participants working as social workers in LTC the question, In light of all of this- What keeps you going?Their answers revealed personal techniques, strategies, and ways of coping that were far from adding another self-care item to their full plate.
This presentation will discuss the participants’ perceptions of their roles and pressures of being a social worker working in LTC, as well sustainability of the role. What motivates and inspires social workers to continue in the fast-paced and emotionally charged environments of LTC? I will discuss how this contributes to the concepts of social work and resiliency.
I will discuss how the results speak to social workers about how to protect themselves emotionally while remaining open to hope and the strengths in LTC environments.
Speakers
Dr. Hind's second presentation:
“My very first”: Navigating grief and loss in supporting social work students through client deaths in field placements.
Fie
Description
During social work field placements, students may experience the death of a client they have been working with across various settings - from children in foster care to older adults in long-term care facilities to those suffering from addiction. Despite their training, a client's death can still be an emotionally intense, raw, and potentially scarring event for students in the early stages of their careers. In this presentation, we share ways how to support students in our roles as field liaisons and agency supervisors and common emotional reactions and coping strategies employed by students after the death of a pediatric, geriatric, or other client during their placements. Drawing from observed experiences of supporting students through grief, trauma, and recovery, presenters offer guidelines for processing these challenging situations in healthy ways while continuing to develop competencies in end-of-life care. Attendees will come away with an understanding of the resources needed – including community-based supports, individual counseling, balancing caseloads, and proper supervision – to assist social work students in managing self-care, continuing therapeutic relationships, finding meaning after a tragic loss, and ultimately emerging as seasoned professionals.
Speakers
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Dr. Patricia Samson, BSW, MSW & PhD Alumnus
Congratulations to Dr. Patricia Samson, Alumnus, for her recent presentations at CASWE! Dr. Samson, Associate Professor, University of Calgary is currently the Principal Investigator on a SSHRC-IDG: Critical thinking and transformative learning: Field Instructors supporting students’ transitions into the practice context.
Dr. Thecla Damianakis, Professor, School of Social Work and Dr. Erica Kustra, Associate Vice President
Academic, UWindsor, Dr. Sheri McConnell, Assistant Professor, Memorial University; Dr. Oleksandr Kondrashov, Associate Professor at Thompson Rivers University are the Co-Investigators, and Ms. Katka Hrncic-Lipovic, Field Learning Specialist in the SSW, UWindsor, and Ms. Julie-Mann-Johnson, Field Director, UCalgary are Collaborators. Also on this national study are: Sheri Feullbrandt, UCalgary, MSW student, Stacey Locke, UWindsor PhD student, and Massah Tarawalley, UWindsor PhD student.
This is a national, multi-site, multi-method, two-year qualitative study that seeks to identify how critical thinking, transformative learning, and student identity integrate in field education, contributing to student transitions into professional social workers. W examined the supervisory and mentorship role of Field Instructors (FIs) in facilitating critical thinking (CT) and transformative learning (TL) for students transitioning into professional social workers in the field education milieu. Method: In-depth, semi-structured interviews were conducted with experienced FIs online and in-person. Findings: Emerging findings shed insights on the ways FIs model, supervise, and facilitate CT and TL in the student process, further supporting student identity transitions into professionals. FIs play a crucial role during these transitional periods, particularly as students navigate disorienting dilemmas (e.g., clashes in values, feelings of personal and/or professional displacement during periods of stress, tension, and anxiety, etc.) in practice. We also share our findings about how FIs’ perspectives on intersecting diversities (e.g., race, gender, class, etc.) impact shifting student identities toward professional competencies in the practicum environment. Implications: Meaningful transitions are possible if students are encouraged to think deeply and critically and are supported in overcoming disorienting dilemmas encountered in practice. The resulting TL can lead to the development of social work competencies and enhanced field readiness. This project represents a unique opportunity to build knowledge about how FIs support students in traversing these transitional complexities.
Dr. Samson also co-presented "Employer perceptions of social work in Alberta: Implications for policy, practice and education." This study examines perceptions of registered social workers among those who employ them. Do organizational or workplace perceptions of social work practice align with the profession’s articulated perception of itself, specifically social justice, as stated by the code of ethics and standards of practice?
For more information, please visit Whova Agenda Webpage
Dr. Patricia Samson joined the Faculty of Social Work at the University of Calgary in 2016 and is an Associate Professor in the faculty. She has over 28 years of social work practice experience, both direct and indirect, in the areas of domestic violence, justice support and correctional services, mental health, and community-based healthcare. She teaches undergraduate and graduate level courses related to social policy, social justice, social welfare, the organizational context of practice, and field education. Patricia’s research interests are focused on advancing social work education and practice in the areas of teaching and learning, mental health and addictions, and health care.
Dr. Samson is also the PI on a three year SoTL grant through UCalgary: Supporting innovative sustainable practice models for student-centric learning: Embracing a new reality of Work Integrated Learning and Interprofessional Education, which is a transdisciplinary project examining how educators, field instructors (FI)/preceptors, and practice leaders create innovative, sustainable work integrated learning experiences (WIL) for students in a rapidly changing practice context of diminished resources with colleagues from the Faculty of Nursing.
Dr. Samson is a proud alumni of the School of Social Work. She fondly recalls her PhD experience at UWindsor:
“The PhD program at the University of Windsor provided an accessible doctoral-level education that has allowed me to pursue my passion. The rigorous course load of this program included multiple research courses, which served to frame a solid foundation for my growth and development as an emerging scholar. I was encouraged by Faculty members to pursue my interests in the scholarship of teaching and learning, which ultimately informed my dissertation research on critical thinking in social work education. The University of Windsor has a Centre for Teaching and Learning, which I was able to access as a graduate student and Sessional Instructor. This opened up a new world of excitement for the pursuit of knowledge and skills regarding scholarly teaching and learning, strengthening and enhancing my dissertation research and presentations/publications while still a PhD student. The personal and professional growth I have achieved as a result of studies at the PhD level are beyond the scope of what I could have imagined at the outset. This experience has generated opportunities and insights into how I view scholarship and the profession of social work, in ways that have been truly transformative and enriching.”
~ Dr. Patricia Samson
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Dr. Akin Taiwo, MSW & PhD Alumnus
Congratulations to Dr. Taiwo for his recent CASWE presentation. Please find more information below.
A former journalist and columnist with Sunday Times, Concord, and New Age newspapers in Nigeria, Akin was an activist within the African diaspora community in Windsor, Ontario, before moving to London. As an Associate Editor of the now defunct local magazine, Sankofa News, he challenged anti-Black racism, poverty, inequality, and other oppressions and injustices against vulnerable and marginalized populations.
As a registered social worker, Akin engaged in direct practice with individuals, families and groups in the community, and did some administrative work for the hospital. He was also an adjunct professor both at the University of Windsor, ON, and the University of Detroit Mercy, USA. More recently (2017-2019), he was the Academic Director of YouthREX (Youth Research & Evaluation Exchange) for the Windsor-Essex Community Hub.
Dr. Taiwo was the keynote speaker at the School of Social Work's recent event "Anti-Black Racism in Social Work Field Education". This event was lead by Nicole Scott, Field Learning Specialist.
Dr. Taiwo's CASWE presentation is as follows:
Uprooting discrimination, exclusion, and stigma in social work practice with Black service users adversely affected by addiction
Uprooting Exclusion, Discrimination, Stigma in Practice | Éradiquer l'exclusion, la discrimination et la stigmatisation dans la pratique
Exclusion, Discrimination, Stigma in Practice |
Description
Addiction is a major public health and safety concern in Canada, as in other parts of the world. Yet, scholars have argued that a person’s social location affects how they experience the impacts of addiction. Using Critical Race Theory, this presentation will examine the oppression of addiction in Black families, touching on precipitating factors such as the lived experience of racism and systemic violence as well as the over-representation of Black Canadians in the provincial and federal correctional systems.
Since individuals are nested within family systems, the family is inadvertently implicated in their treatment, relapse, and/or recovery. Addiction transcends individual pathology, and for Black Canadians, treatment models must incorporate the family and community, and address the disabling external environment of marginalization, criminalization, and social exclusion. This presentation shall uncover the processes of discrimination, exclusion, and stigma, which are deeply rooted in Canada’s history of colonialism, slavery, and segregation.
Social workers are well placed in society to pursue social justice as well as to respect the dignity and worth of all people. The continuing challenge is how to practicalize this. This presentation will, therefore, spotlight critical social work interventions at the micro, mezzo, and macro levels and entreat social workers to be sensitive to provide services in culturally meaningful ways. Given the increasing diversity of Canada’s sociocultural landscape, this presentation has implications for social work practice in addictions for Black service users and social policies and legislations by policymakers at the organizational, national, and international stages.
Dr. Taiwo is a proud UWindsor alumnus! He notes "The PhD program at the University of Windsor provided an opportunity for me to continue my graduate education after some years of clinical and administrative social work practice. I benefited from learning under outstanding teachers and researchers and went on to win the prestigious Social Sciences and Humanities Research Council (SSHRC) scholarship for part of my study. My learning was further enriched by the friendship and support of my peers who have now become lifelong friends. I was also able to build a strong teaching portfolio through the opportunities that exist to teach both at the undergraduate and graduate levels. I’m especially gratified to get a job at King’s University College at Western University, London Ontario, shortly before completing my dissertation requirements.” ~ Dr. Akin Taiwo
The Praxis of Privilege: How Social Workers Experience their Privilege (uwindsor.ca)
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Antiracism Workshop for International Students
The workshop delivered to International students at Odette School of Business. The workshop titled, “Anti-Immigrant Racism Experiences: Embracing Your Cultural Identity & Promoting Antiracism”, entailed integral productive conversations & the Power & Privilege Exercise with the sticks this time was so enjoyable! Students asked for more conversations and activities. Picture is one of the shapes a student created out of their combined sticks.
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Dr. Jayashree Mohanty &
Dr. Wansoo Park
Dr Jayashree Mohanty and her team, including Drs. Jane Ku and Wansoo Park, in collaboration with Windsor Essex Local Immigrant Partnership (WELIP), have recently completed a significant research project on resilience in newcomer youth. The goal of this study was to develop a valid scale for measuring the ecological assets and resources available in newcomer youths’ environment, within themselves and in their environment. This project, funded by the SSHRC Insight Development Grant, utilized a mixed-method design, conducting 26 in-depth interviews and over 200 survey interviews with newcomer immigrant and refugee youth in Windsor, Essex. Thirteen students were trained to conduct the interviews. On May 21, 2024, an appreciation event was hosted for local immigrant community organizations and student research assistants. The team is organizing a symposium to share the research findings with researchers, graduate students, and community partners in October 2024.
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Ms. Nicole Scott
Critical Conversations: Anti-Black Racism in Social Work Field Education
On Thursday, April 18, 2024 (5-7 pm), Ms. Nicole Scott, Field Learning Specialist, with support from colleagues in the field education program organized a free professional development event, Critical Conversations: Anti-Black Racism in Social Work Field Education for social work field instructors, faculty, staff, and students.
The event offered a discussion of anti-Black racism, equity, diversity, and inclusivity in social work field education. A keynote address was delivered by Dr. Akin Taiwo, Associate Professor, King’s School of Social Work, Western University. A panel consisting of several field instructors Trish Moscatello, Carolyne Andzoa, Tahira El-Sulayman, current students Lorraine Oloya, and Faith Akinkuade, and former student Gregory Mccallum-Boxe framed the discussion around how Black social work students and field instructors navigate environments that have not been set up to welcome learners from diverse racial and ethno-cultural backgrounds. They offered ideas, suggestions, and examples from experience on how to create learning environments that enhance racial and cultural safety resulting in equitable access to learning opportunities in social work field placement sites. The discussion focused on fostering collective learning around what works, what does not work, and what we can do better.
The funding support for the event was generously provided by the University of Windsor Diversity, Indigeneity, and Anti-Racism Professional Development Fund grant awarded to Ms. Nicole Scott.
We wish to express our sincerest appreciation to the School of Social Work faculty and staff, the social work field education community, BSW student helpers Faith and Teresa, The University’ Public Affairs and Communications staff, Catering Services staff, and the ServiceMaster Clean of Chatham, Windsor and Sarnia staff for their support of this event.
A special thank you to Dr. Festus Moasun, Assistant Professor, School of Social Work for his time and engagement as the Master of Ceremony for the event.
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CASWE 2024
(Canadian Association for Social Work Education):
Congratulations to our outstanding School of Social Work faculty and students who presented at this year's annual CASWE conference. For a full program, please visit
Whova Agenda Webpage
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Dr. Riham Al-Saadi
Integrating Anti-Racism Approaches in Teaching: The Stories of Immigrants and Refugees
Description
Equity, diversity, inclusion, and decolonization (EDID) have become prominent elements of discussion in the recent years. While beginning at the roots and understanding the definitions is integral, operationalizing such terms is a core practice to integrate to serve the exponentially growing diverse population. One aspect of decolonizing teaching practices is to seek alternate schools of thought and knowledge and enhancing education surrounding diverse population through integrating action-based intervention approaches. In an ever-growing population of immigrants and refugees, the graduating Social Worker is anticipated to be equipped with skills, knowledge, and understanding that best equip them to support the integration and adjustments of immigrants and refugees. This interactive workshop will take the clients into a journey through developing cultural humility. The workshop is designed to first operationalize common terminologies of EDID through providing practice-based strategies and skills to best support an individual, family, and a community who have selected Canada as their home. A distinction of the implications of different immigrant and refugee categories along with anticipated adjustment-related challenges and areas of prosperity will be discussed. The workshop intends to bring several examples of multiple communities, of example, the Arab community, Muslim community, and will decontextualize the importance of intersectional identities in generating multiplicative experiences of racism and discrimination. The case example(s) of Islamophobia and Anti-Muslim Racism will be discussed and deconstructed, and recommended strategies to support the Muslim communities to combat such experiences will be shared. Finally, the workshop will end with bridging all elements of: EDID, racism, discrimination, and cultural humility as integrated concepts of practice and a summary of such tools will consultatively be developed and shared with the audience.
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Dr. Kristen Lwin
Enhancing Social Work Education: A Focus on Evidence-Based Practice in Field Placements an Ethnographic Approach
Description
Evidence-based Practice (EBP) is subject to misconceptions and critique about what it is and when it should be used. It is frequently believed that EBP is only about research, quantitative studies, and randomized control trials, discounts service users’ and workers’ experiences, and is a one size fits all approach. These misconceptions stem from social work’s conflicting and limited education of the framework and its implementation in the field.
EBP is a framework focusing on case context, service user preferences and values, worker/organizational experiences and biases, and research. The integration of these factors offers a framework for effective decision-making and practice.
This gap in education hampers students’ readiness to engage in effective practice upon entering the professional arena. This gap in knowledge and skill was addressed in an in-depth examination of the experiences of three MSW students and the professor during their field placement.
Ethnography was undertaken to understand participants’ experiences learning about EBP and applying it to social work practice, direct and indirect, in a placement setting. Ethnography is the study of people in their natural setting, often involving the researcher’s direct participation, suggesting this method is both a process and a practice. Data were collected through observation in an unstructured format.
Three key themes generated were shifting paradigms of understanding, using critical thinking to challenge the existing state of social work, and overall transformative learning process. The participants' experiences unfolded as a dynamic dialogue between preconceived notions about EBP and the realities encountered in the field.
Speakers
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Dr. Festus Moasun
Enhancing Social Work Students’ Research Skills for Effective Practice: An Exploration of the Role of Field Education Using the Structured Interview Matrix Methodology
Description
There is a symbiotic relationship between social work practice and research such that regulatory bodies in charge of social work education across the world (CASWE in Canada) mandate the inclusion of research courses as part of social work programs. Social work practice benefits immensely from evidence produced by research. Thus, students are expected to graduate with the ability to not only understand and use research evidence to inform practice but also to be able to conduct research. Despite the inclusion of research courses in social work curricula, many students continue to be apathetic towards research, and sometimes exhibit signs of discomfort with the course, making them lack the confidence to effectively conduct or use research to inform their practice. Our thesis is that research is better understood when teaching is hands-on so that students can directly apply theoretical knowledge from the classroom to conduct research while under training. When students learn this way, it will demystify research among them. However, this hands-on training can only happen through collaborative efforts between schools and practicum agencies. To understand and enhance students’ research experiences in field practicum, we employed a Structured Interview Matrix (SIM), a “signature pedagogy,” to explore MSW students’ experiences of research during their field practicum. In this presentation, we discuss SIM as an empowering research technique for social work students, and their experience of research in practicum. We recommend more deliberate and purposeful collaboration between educational institutions and field practice agencies to promote research opportunities for social work students.
Keywords: Social work research, Field Education, Practicum, Structured interview matrix, Signature pedagogy, MSW students
Speakers
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Karun Karki, University of the Fraser Valley, Associate Professor
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Festus Moasun, University of Windsor, Assistant Professor
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Nancy Freymond, Wilfrid Laurier University
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Dr. Jayashree Mohanty, Dr. Wansoo Park &
Dr. Jane Ku (WGST)
Ecological Resilience of Newcomer Youth
This abstract was accepted at the conference.
Description
Resilience is crucial in understanding the psychosocial and health outcomes of newcomer immigrant and refugee youth. Emerging research suggests that newcomer immigrant and refugee youth successfully navigate premigration adversities and display remarkable resilience. However, resilience remains a complicated concept, and so is its measurement. Scales that measure youth resilience have been primarily limited to assessing individual-level factors (e.g., The Connor-Davidson Resilience Scale). Newcomer youth typically experience a complex set of unique challenges and adversities that may overwhelm their personal capacities. Therefore, there is a need to go beyond individual attributes and focus more on identifying resources in the familial and social structures. A standardized research tool to assess protective factors within multiple domains will help professionals move beyond micro-level intervention and focus more on macro-level systemic factors to empower newcomer immigrant youth. This study aimed to develop a valid scale for measuring the ecological resources available in newcomer youths’ environment, within themselves and in their environment. This presentation will discuss the application of qualitative research methods in the initial development of an instrument measuring the resilience of newcomer immigrant and refugee youth. In-depth interviews were conducted among 26 newcomer youth via Zoom from May 2021 to August 2021 during Covid-19 containment measures. Age ranges from 13 to 21, and an equal number of males and females participated in this study. Most of them came from Syria. Interviews were transcribed and anonymized. Three researchers and a graduate research assistant were involved in the data analysis. Both inductive and deductive approaches informed our data analysis plan. As we wanted to develop a resilience scale for newcomer youth, the initial approach to coding was deductive, informed by the theoretical perspectives and empirical literature related to the concept of resilience. A coding manual was developed with codes (22) and sub-codes (130), and a conceptual definition of each code was written. Based on codes and subcodes, we developed 78 items reflecting newcomer youth’s ecological resilience, ranging from individual capacities and cultural pride to environmental support and connection (family, friends, school, community, and religious support). Using the qualitative method to scale development allowed us to identify the domains relevant to newcomer youth based on their lived experiences, enhancing the content validity of this scale. This type of scale is much needed in measuring program outcomes of community-based programs serving immigrant and refugee youths. This presentation fits under one of the conference’s themes: policy practice and innovation and cultural and community resilience programming.
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Natalie Beltrano, PhD Candidate
Natalie and the team from the UWindsor proudly shared their workshop on A Framework Towards Decolonization in Higher Education: Anti-Racism and Inclusivity in Teaching and Learning at the Society for Teaching and Learning Conference in Niagara Falls this June.
In talking to Natalie she indicated, “I was overwhelmed by the number of participants. We were expecting as many as 20 individuals, and ended up with a packed room of approximately 60 attendees.” Since the conference, Natalie and team have already adapted the framework based on feedback with the goal to utilize the framework to evaluate and enhance teaching and learning practices in a holistic way.
Developing a Framework Towards Decolonization in Higher Education: Anti-Racism and Inclusivity in Teaching and Learning
Natalie Beltrano, Kaye Johnson, Michael Potter, Allyson Skene, Jaimie Kechego, Ashlyne O'Neil University of Windsor
Abstract
Teachers are responsible for answering the calls for social justice in teaching and learning (Pantíc & Florian, 2015; Verma, 2022); to make progress on the goals of decolonization, inclusivity and anti-racism in higher education (HE). This responsibility has been taken up by educators in many ways involving efforts to pragmatically apply theoretical work regarding decolonization, equity, accessibility, diversity, inclusivity, anti-Black racism, Indigenization, and anti-racism. Yet practical strategies may be challenging to conceptualize and can be perceived as difficult to transfer from theory into practice, specifically when siloed as resources or “one-off” workshops and seminars, and panel discussions. Our workshop will share the genesis and application of a framework for decolonization, inclusion and anti-racism in HE that evolved through discussions about the challenges of locating and developing resources to address inequities in students’ experience while integrating intersecting identities (Stets & Burke, 2000). During the first half of our workshop, we will engage in small and large group discussions with participants about the creation of the working definitions we have applied to conceptualize the framework, focusing on critical self-reflection and action (Fernández-Balboa, 1998; Kemmis, 2012), relational systems theory (Ramsden, 1987), Critical Theories (Kellner, 2003; Mezirow, 1981) and Critical Race Theory (Billings & Tate, 1995; Housee, 2022), which are viewed through a lens of intersectionality (Hill Collins, 2015; Hill Collins, 2019) to address inequities in the classroom environment, course content, syllabus, assessment and evaluation strategies, and teaching methods. The second half of our workshop will provide opportunities to engage in critical discourse of strategies to transfer theory to practice, focusing on teachers and students as partners in the ongoing effort to make teaching and learning in HE equitable and inclusive for all, recognizing that we are all at different stages in the non-linear journey of decolonization, inclusion, and anti-racism in HE.
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Tori Lewis, MSW Student
Tori recently presented at CASWE. Tori will be starting the PhD program in September 2024.
Research Integration into Undergraduate and Graduate-level Social Work Curricula; Reflections and Perspective of a Graduate Student in Social Work
Description
With limited opportunities for research engagement for prospective social work students at both the undergraduate and graduate levels, it remains imperative to consider innovative field and practice approaches for student involvement in research. Macro and systemic level involvement through research and policy making is informative and influential for direct practice and client-facing work progressing. Without involving students and prospective researchers in the development, conduction, and implementation of social work research, the possibility for students pursuing research-focused and/or macro-level employment positions may be of limited opportunity. In exposure of research related experiences for students through practicum/placement opportunities and embedded in their coursework, students are better positioned to understand the importance and integration of research into their direct practice experience.
As a current graduate with aims of pursuing my PhD in social work, I was not exposed to research until my final year of my BSW when I became a research assistant (RA). From this experience of participating in the collection, dissemination, and analyses of qualitative data, my practice experience has been enriched and more informed through the integration of research and practical experience throughout my social work education. In writing this, it is my aim to advocate for increasing the involvement of students in the development, implementation, and analysis of relevant research projects. In students being involved with research, they may improve their understanding of applying theory to practice and may enlighten them with a wholistic understanding of the connection between research and social work practice.
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University of Windsor
School of Social Work
167 Ferry Street, Room 205
Windsor, Ontario N9A 0C5
519-253-3000 ext. 3064
socwork@uwindsor.ca
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We acknowledge that The University of Windsor sits on the traditional territory of the Three Fires Confederacy of First Nations, comprised of the Ojibwa, the Odawa, and the Potawatomi. We respect the longstanding relationships with First Nations People in this place in the 100-mile Windsor-Essex Peninsula and the straits - les détroits of Detroit. | |
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