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Canada, like other nations with colonizing histories and ongoing colonial practices marginalizing Indigenous peoples, is searching for pathways leading to reconciliation. The Truth and Reconciliation Commission called on the social work profession to engage in the decolonization of social work structures and processes, including how it educates entrants in the profession. This article reports on a project that used focus groups with social work faculty in two Canadian universities to explore perceptions about the ways change might be accomplished. From faculty viewpoints, four main themes are identified: coming to know about colonization, assimilation, and genocide; struggling with whose story it is to tell; questioning individual and collective responsibilities in decolonizing social work; and accepting truth first and trauma stories for reconciliation.

Fetal Alcohol Spectrum Disorder (FASD) is considered a lifelong disability that has been framed with neurobiological descriptions focused on the brain. These are important features but fail to tell the story of living with FASD. By surveying those with FASD, this work expanded upon prior survey work which illustrated a multitude of early-onset physiological issues occurring at rates much higher than is typical of the general population. The current project, again using an anonymous survey methodology, sought to open up other direct experiences to better understand the complexity of living with FASD. An anonymous online survey was used to gather data on adversity in childhood, schooling, employment, housing and finances, and involvement with the criminal justice system, as well as relationships and parenting. Results indicate high levels of adversity throughout the life span; vulnerability to manipulation, which is connected to involvement in the criminal justice system; struggles with housing; economic instability; and struggles maintaining employment, as well as difficulties with social and familial relationships. Systemic stigma was also identified. Suggestions are offered to inform others on how support can be enhanced and targeted with a goal of improving quality of life, as well as dealing with self-imposed stigma. The survey was developed by adults living with FASD who have served as a long-standing advocacy and educational group influencing policy and practice in the field. [ABSTRACT FROM AUTHOR]

Jeffery Baldwin died in 2002 in the care of his maternal grandparents. The case received intense media attention at various times over an almost eight-year period. Along with other public documents, the media coverage permits an analysis of the practice errors by Child Protection Services that are related to the failure to protect Jeffrey. Nine key themes emerged around core child protection practices: opening a file; the role of prior knowledge; issues related to assessment; knowing the child and their needs; the role of culture; case supervision; the child as the client; the enmeshment of child abuse; and the role of stability and healing. This analysis offers key lessons to be learned from such cases.

Child protection workers must determine under what conditions a child should be sustained within the family system. A standard that is often referred to is "good enough" parenting or minimal parenting competence. Research and clinical literature fails to offer workers guidance on the practical application of this terminology. Such ambiguity leaves families with the probability that the standard against which they will be judged will vary from worker to worker and from community to community. The authors argue that this leaves case management open to inconsistencies that can include systemic biases which can work against rather than for the best interests of the child. Courts are accepting this term as a significant factor in determining the need for intervention and whether or not to sustain or terminate parental rights.

The current exploratory qualitative study describes how environmental factors, social interactions, personal experiences, and stigma affect mental health and help-seeking. In-depth, semi-structured interviews were conducted with nine university faculty members who self-identified as having mental illness–related concerns. Using Bronfenbrenner's ecological systems framework and thematic analysis, four domains were determined: (1) macrosystem (i.e., influences of academic culture); (2) mesosystem (i.e., influences of faculty leadership and interpersonal dynamics); (3) microsystem (i.e., influences of individual mental health experiences); and (4) exosystem (i.e., influences of stigma across structural, interpersonal, and intrapersonal levels). These domains included barriers to and facilitators of mental health and help-seeking. Findings suggest that competitiveness and individualism may perpetuate stereotypes that mental illnesses are inherent weaknesses, and that seeking help is a barrier to academic success. Recommendations for future research are provided. [Journal of Psychosocial Nursing and Mental Health Services, 60(11), 17–25.] [ABSTRACT FROM AUTHOR]

INTRODUCTION: Abraham Maslow created one of the most enduring psychological constructs, the hierarchy of needs. Maslow, himself, did not create the oft-shown pyramid but it is the image that comes to mind when the construct is mentioned. There have also been reports that Maslow's work fails to give due credit to the Blackfoot peoples of Southern Alberta for their seminal contribution to the hierarchy. There is a vibrant debate in the literature and in public spaces regarding this. Such a debate may not matter as Maslow's construct does not represent Blackfoot philosophy. Hierarchical needs of understanding are not representative of their world view and the place of self-actualisation is very contrary to Maslow's understanding. Maslow's own writings do not support the notion that Blackfoot knowledge influenced him greatly in respect of the construct. In concert with the Elder knowledge keeper in the project, we explore the history of Maslow and the Blackfoot people along with knowledge held by Elder wisdom. APPROACH: The article concludes by suggesting that Blackfoot ways of knowing represent their own views and that Maslow's hierarchy has never been their understanding. IMPLICATIONS: Social workers are, thus, invited to critically assess the theories used in practice and their relevance and validity for the populations engaged in their work. [ABSTRACT FROM AUTHOR]

Canada, like other nations with colonizing histories and ongoing colonial practices marginalizing Indigenous peoples, is searching for pathways leading to reconciliation. The Truth and Reconciliation Commission called on the social work profession to engage in the decolonization of social work structures and processes, including how it educates entrants in the profession. This article reports on a project that used focus groups with social work faculty in two Canadian universities to explore perceptions about the ways change might be accomplished. From faculty viewpoints, four main themes are identified: coming to know about colonization, assimilation, and genocide; struggling with whose story it is to tell; questioning individual and collective responsibilities in decolonizing social work; and accepting truth first and trauma stories for reconciliation. [ABSTRACT FROM AUTHOR]

Using Canada as an example, social work must not only address its historical and current role in the colonisation and assimilation efforts aimed at Indigenous people, but also deconstruct its practices. Social work theory, methodology and practice parameters have been built on Eurocentric definitions and understandings. Indigenous peoples do not identify with these constructs but find themselves assessed and case managed based upon them. This extends colonialism and runs counter to a core principle of the profession, that being social justice. Canada is presently calling social work to participate in a reconciliation effort, although that assumes that there was a mutually beneficial relationship to restore. Some argue against that but there is a strong consensus that social work should carry its share of the burden in colonialism and self-reflect while also reaching out to build a different type of relationship with Indigenous peoples. This article reports on three projects that consider Indigenous knowledge and application to social work. Child protection is seen as a major focal point of change, as Indigenous children are significantly over-represented in the children in care population. Looking at this area of practice will help to illustrate the long roots of the colonial practices but also how current practice remains problematic. [ABSTRACT FROM AUTHOR]

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Jeffery Baldwin died in 2002 in the care of his maternal grandparents. The case received intense media attention at various times over an almost eight-year period. Along with other public documents, the media coverage permits an analysis of the practice errors by Child Protection Services that are related to the failure to protect Jeffrey. Nine key themes emerged around core child protection practices: opening a file; the role of prior knowledge; issues related to assessment; knowing the child and their needs; the role of culture; case supervision; the child as the client; the enmeshment of child abuse; and the role of stability and healing. This analysis offers key lessons to be learned from such cases. [ABSTRACT FROM PUBLISHER]

The Truth and Reconciliation Commission report has challenged Canada to alter the relationship with Aboriginal peoples across the country. They have specifically identified child protection as one area that requires a significant reconsideration around how agencies charged with this responsibility interact with Aboriginal people both on and off reserves. The legacy of Residential Schools, the Sixties Scoop and other policies of assimilation and cultural genocide are found in a number of existing social policy and practices, including child protection. This work examines the depth of change that will be needed in child protection methodologies by challenging the current assessment practice which seeks to determine, from a Western child-rearing perspective, if parents are 'good enough' to raise their children. The project shows the depth of disparities between present and historical practices and Aboriginal culture, using reference to the Blackfoot Confederacy in southern Alberta. The project draws upon a broad literature review as well as an expert consultation with six traditional Blackfoot Elders [ABSTRACT FROM AUTHOR]

Alcoholism and drug addiction have marked impacts on the ability of families to function. Much of the literature has been focused on adult members of a family who present with substance dependency. There is limited research into the effects of adolescent substance dependence on parenting and family functioning; little attention has been paid to the parents' experience. This qualitative study looks at the parental perspective as they attempted to adapt and cope with substance dependency in their teenage children. The research looks into family life and adds to family functioning knowledge when the identified client is a youth as opposed to an adult family member. Thirty-one adult caregivers of 21 teenagers were interviewed, resulting in eight significant themes: (1) finding out about the substance dependence problem; (2) experiences as the problems escalated; (3) looking for explanations other than substance dependence; (4) connecting to the parent's own history; (5) trying to cope; (6) challenges of getting help; (7) impact on siblings; and (8) choosing long-term rehabilitation. Implications of this research for clinical practice are discussed. [ABSTRACT FROM AUTHOR]

Fetal Alcohol Spectrum Disorder (FASD) is a non-diagnostic umbrella term that describes a range of effects that can occur as a result of a mother consuming alcohol during pregnancy (SAMSHA, 2014). Awareness of the need for professionals to become educated on FASD has emerged as a critical topic in the field of social work and child welfare practice specifically. The social work practice response to children and families, in order to be effective, must develop and emerge from an FASD Informed Practice lens - which implies particular knowledge and competencies in practice. This article will highlight the need to recognize FASD as a disabling condition and identify why training and knowledge is essential in order to work effectively with children and families. Further, an educational pathway to FASD informed practice in relation to a broad array of interventions and enabling/supportive approaches relevant to social work theory will be identified. The focus of this paper is to identifying why knowledge and education on FASD is important to social work practice. [ABSTRACT FROM AUTHOR]

Ben-David (this issue) introduced us to the complexity of the factors that courts consider in termination of parental rights (TPR). It is an opening to understanding which factors are taken into consideration and how courts make these challenging determinations. Yet there are other questions that must be asked before we truly understand the TPR decisions made by courts across a variety of legal jurisdictions. This commentary argues that we must take the inquiry deeper, asking questions that will unpack the complexity assisting researchers and clinicians. Thus, we will want to know how courts weigh such important issues as the credibility of the evidence. What is it about such factors as parental competence, failure of remediation, and other issues identified by Ben-David that cause courts to determine TPR is the best choice? Consideration is given to how Ben-David's work might be extended using a Canadian perspective. [ABSTRACT FROM AUTHOR]

Parenting Capacity Assessments (PCA) are used by child protection workers to assist in determining the ability of a parent to care for their children. They may be used at various stages of the case management process but these assessments serve as powerful tools for decision making by these workers. They can also be introduced in court as part of expert testimony. Most PCAs utilize psychometric assessment measures to elicit data in respect to personality, parenting knowledge, as well as mental health and addiction issues. The authors argue that the norming of these measures has insufficient inclusion of Aboriginal peoples to be used for assessments with this population. They further argue that different approaches need to be developed as current approaches, including assessment measures, are based upon the constructs of the dominant culture, which is individualistic as opposed to the Aboriginal collectivistic approaches to parenting. [ABSTRACT FROM AUTHOR]

Child protection workers must determine under what conditions a child should be sustained within the family system. A standard that is often referred to is “good enough” parenting or minimal parenting competence. Research and clinical literature fails to offer workers guidance on the practical application of this terminology. Such ambiguity leaves families with the probability that the standard against which they will be judged will vary from worker to worker and from community to community. The authors argue that this leaves case management open to inconsistencies that can include systemic biases which can work against rather than for the best interests of the child. Courts are accepting this term as a significant factor in determining the need for intervention and whether or not to sustain or terminate parental rights. [ABSTRACT FROM AUTHOR]

Parents who have or are thought to have Fetal Alcohol Spectrum Disorder (FASD) are often involved in the child protection systems, although there is little data to establish actual frequency. First Nations parents are over represented. There is often a presumptive bias that individuals with disabilities, including FASD, are not capable of raising their children. Such a bias is unwarranted. Assessing FASD parents requires a view of functional capacity along with consideration of how the parent could accomplish the role and if needed, with what supports. Both a context and process for Parenting Capacity Assessments (PCAs) in these cases is recommended. There is a need for the assessments to exist within a cultural context, including the use of the Medicine Wheel. The individualistic perspective of most Canadian child welfare systems may not match the collectivistic approach to parenting in an Aboriginal family system although it is from the former position that most PCAs are conducted. [ABSTRACT FROM AUTHOR]

Background: Incest is a form of sexual activity that occurs within family or kinship systems. It is prohibited by religion and law in most countries as well as by social mores or taboos. Data from various parts of the world indicate, however, that it appears to be a relatively common event, although there is reason to believe that the actual frequency is unknown. Most available data focus upon children as victims, although we note that incest also occurs between adult family members. Methods: A systematic review was performed using PRISMA guidelines. With a focus upon India, the search tools of Academic Search Complete, Google Scholar and PUBMED were used to identify articles that legally defined incest; frequency; barriers to disclosure; the dynamics of incest and social norms. Results: The available data were very limited, making a systematic review unachievable within the narrow confines of incest. Conclusions: The literature is sparse. This led to a discussion of definitional issues; barriers to disclosure; and challenges with measuring the problem of incest and the impact of social norms. Questions of law and efforts at reform were also considered. The article considers what steps might be appropriate. [ABSTRACT FROM AUTHOR]

Simulation learning plays an important role in social work education, allowing students to explore how theory and practice parameters can be integrated into actual situations they are likely to experience in the field. The arrival of COVID-19 and the sudden cessation of in-field practicum opportunities raised challenges for students to gain needed practice experience. Simulation offers an opportunity to enhance learning in place of some direct experience when that is not available. This paper reports on a simulation development practicum, where students, not able to be in an agency, sought out ways to achieve learning through the development and implementation of simulation learning. This was combined with a literature review. Results showed that student-generated simulation could be used to support direct practice learning. This project also illustrated that social work simulation can be used to help students safely explore areas of practice that they may not be exposed to in practicum through scenarios that cause them to examine how to work with clients where cross-cultural needs exist, and challenge ethical dilemmas in a 'real-world' situation while being required to face their biases. [ABSTRACT FROM AUTHOR]

Reconstructing evolutionary histories requires accurate phylogenetic trees. Recent simulation studies suggest that probabilistic phylogenetic analyses of morphological data are more accurate than traditional parsimony techniques. Here, we use empirical data to compare Bayesian and parsimony phylogenies in terms of their congruence with the distribution of age ranges of the component taxa. Analysis of 167 independent morphological data matrices of fossil tetrapods finds that Bayesian trees exhibit significantly lower stratigraphic congruence than the equivalent parsimony trees. As such, taking stratigraphic data as an independent benchmark indicates that parsimony analyses are more accurate for phylogenetic reconstruction of morphological data. The discrepancy between simulated and empirical studies may result from historic data peaking practices or some complexities of empirical data as yet unaccounted for., (© 2018 The Authors.)