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Critical events in Leonard Matlovich's life depict a reluctant activist for lesbian, gay, bisexual, transgender/gender diverse, and queer+ (LGBTQ+) equality. He served in the US military and subsequently came to personify the broad social challenges to the military's homophobic culture and recruitment practices. Matlovich's experience of a series of life metamorphoses made a difference beyond the individual. His example inspired multitudes of other concerned citizens in how to undertake their metamorphoses to challenge institutionalized homophobia. Breakthrough learning experiences in Matlovich's life are presented to explore and refine aspects of transformative learning theory by applying Jane Martin's metamorphosis model. The learning nexus between individuals and society is shown to be a dynamic interaction where both aspects of Matlovich's story and his influence are explored in the context of today's LGBTQ+ equality struggles. The article shows the conducive personal and societal conditions that enabled his various metamorphoses as whole-of-individual identity and sociocultural crossings toward transformational change. Additionally, the implications of Martin's educational metamorphosis are discussed. Adult educators are encouraged to emphasize learning located in the learner's life circumstances, exemplary case studies to inspire cultural crossings against injustice, and transformations as being about grasping in situ learning opportunities in the cross-influence between the whole person and their socio-historical context. Matlovich's experiences show how relevant dimensions of Martin's theoretical approach, coupled with support from allies, can contribute to personal agency and can build a groundswell of learning needed to support activism for social justice movements.

Challenges relating to first-year student retention and learning outcomes are recognized as a multi-faceted issue in the tertiary education sector across many professional programs, including social work. Graduating students can find it difficult to establish themselves in the workplace. The researchers wanted to understand if fostering a sense of professional identity for social work students as part of the research experience might in and of itself enable retention because of improved opportunities for transformational learning, agency, and wellbeing as a student. The participatory action research project was designed around a community of practice of social work students facilitated by two recent graduates to undertake the collaborative design and creation of supportive educational resources. Student empowerment, connectedness, and wellbeing were improved by involvement in the collaborative professional task of doing research, with students reporting increased connection with the university and engagement in their learning. Implications for fostering professional identity development during social work education are explored. [ABSTRACT FROM AUTHOR]

The research gathered lived experience accounts of emotional wellbeing as a counter to the over-focus on illness and deficit language and approaches in mental health practice. The exploratory research study involved semi-interviews with mental health peer mentor trainees, carers and practitioners to explore their ideas about emotional wellbeing, what enabled it and what challenged their wellbeing. Emotional wellbeing was understood as a fluctuating continuum of capacities to engage in everyday activities, to self-care and to foster relationships with others. The absence of emotional wellbeing was linked to a reduced quality of relationships and ability to love. [ABSTRACT FROM AUTHOR]

bell hooks is regarded as one of the most influential cultural critics, writers and speakers of the last fifty years. She has published more than forty books which collectively articulate a feminist critique of white supremacy, capitalism and patriarchy. At the same time, she offers a loving, non-violent and just vision for attaining collective and personal well-being. Hooks makes feminist theory meaningful as a guide not only for Black American women but also for anyone seeking to resist inequality and discrimination due to race, class and gender. Her main thesis is that where there is love there can be no oppression. hooks's contribution is traced through some of the key themes of her books which explicitly refer to love to develop a rich understanding of love and its transformative power. These contributions are then considered for the relevance they have for social work. Social workers can practice love by fostering their own and others': self-love; willingness to learn; and cultural responsiveness. Two loving practices with other people are dadirri (deep listening) and narrative resistance. Love provides the power to do the justice and healing work. [ABSTRACT FROM AUTHOR]

Spatial, relational and cultural safety are critical elements of trauma-informed social work practice, gaining momentum in social work education. Culturally responsive and trauma-informed pedagogical approaches meet the definition of safety. The aim is to create a democratic, collaborative, and reflexive space whereby students and educators can feel simultaneously supported in the diversity of their respective lived experiences and learning. The challenges in fostering these learning and teaching spaces are reflected upon at one Australian university which responded to the COVID-19 pandemic by quickly transitioning to online learning without prior planning and consultation. The reflection describes the challenges and opportunities in delivering online content and the use of spatial, relational and cultural safety to navigate these challenges. The authors demonstrate the Aboriginal practice of social Yarning for use in online classrooms. Yarning helps educators and students attend to safety as an integral dimension of social work education. [ABSTRACT FROM AUTHOR]

Least restrictive practice is a key principle of mental health legislation. It seeks to minimize coercion and maximize the human rights of mental health service users. Coercive practice, with a focus on seclusion, is explored from a whole-of-mental-health-system perspective as distinct from the behavior of individual service users. Exemplar coercion-reducing strategies arising from the reviewed research and literature are outlined. The exemplars can strengthen the utility of the least restrictive principle by extending non-coercive practice options for mental health social workers. The strategies bring a focus to proactive trauma-informed systemic changes and community level alternatives to hospitalization, coercion and seclusion. [ABSTRACT FROM AUTHOR]

Abstract: Electroconvulsive therapy (ECT) is a controversial procedure used in the management of depression. Whilst it may be administered under mental health legislation, it is usually given to people who voluntarily consent. At the practice level, the consent process for ECT requires a detailed explanation of the procedure. The person consenting must have capacity to make this decision, and consent must be given freely and without coercion. Research using a feminist narrative approach unexpectedly highlighted the issue of potential coercion in the context of explaining the procedure. In‐depth interviews were used to understand seven women's accounts of deciding to receive ECT. A thematic analysis of their narratives uncovered a shared concern with how they consented to the treatment. Four subthemes were identified that related to the way in which they provided their consent: (i) ‘Not enough information’; (ii) ‘I had no other choice’; (iii) ‘Just go along with it’; and (iv) ‘Lacking capacity’. A consent process that includes elements of passive coercion and a lack of timely and appropriate information influences the way some women make decisions. These factors can disempower women at the point of decision‐making. A practice shift is needed where women are enabled to have control over decisions. Further, there is a need to adhere more rigorously to noncoercive practice when obtaining consent. [ABSTRACT FROM AUTHOR]

A social work perspective of the nature of seclusion and restraint in Australia’s public mental health systems is presented. The article suggests a theme of seclusion and restraint as a regulatory mechanism despite evidence of harm and even death. The case that the use of seclusion and restraint constitutes a social justice issue as it can be understood as an abuse of human rights and form of torture is established. An incident of a person dying in an Australian mental health facility after being secluded is presented to substantiate this claim. An over focus on individual expressions of violence or risk can be at the expense of understanding the systemic and cultural nature of violence in mental health systems. It is important to understand the nature of, and perhaps to question the presumed necessity of, seclusion and restraint practices to ensure that social workers are not breaching their professional obligations to people who are mental health clients. [ABSTRACT FROM AUTHOR]

A description of a way of working anti-oppressively is presented by showing how I self-reflexively practice as a social work educator Key elements of my own empowerment through dis/integrative learning and my engagement with social work students across difference through dialogue are explored The paper shows how capacities including ethics of love cross cultural awareness and authenticity are considered important for anti-oppressive practice [ABSTRACT FROM AUTHOR]

Presents an abstract of the study "Local, Little Dialogues for Leveraging Global Corporate Caring," by Dyann Ross, presented at the 28th International Association for Human Caring Conference held in Fremantle, Western Australia on May 31-June 3, 2006.