Search

ABSTRACTThe effects of adverse childhood experiences (ACEs) on children are often misinterpreted in schools as misbehavior and can impact students’ academic progress. We explore how the intersection of race and ACEs make students of color hypervisible and more likely to enter the school discipline pathway. Using tenets of critical race theory and the concept of the disciplinary gaze; we found that children of color, experiencing complex trauma, had 1.85 times the odds of receiving a call home (surveilled) for problems at school compared to their White counterparts. Implications for trauma-informed and culturally responsive practices are discussed.

ABSTRACTIn response to the COVID-19 pandemic, schools from elementary to post-secondary suddenly shifted to remote learning, placing a heavy burden on parents and caregivers. Likewise, social work practicum placements pivoted to remote learning, compounding existing difficulties securing practicum opportunities. This article describes a response to these challenges. The Support and Aid to Families Electronically (SAFE) practicum pilot program was developed through a community-university partnership between the King’s University College at Western University’s School of Social Work and the Thames Valley District School Board. SAFE addresses parental stress and mental health through free and immediate online counselling, while providing stable remote practicum placements. SAFE provides a model for increasing practicum opportunities while simultaneously supporting the needs of underserviced communities.

ABSTRACTThe COVID-19 pandemic prompted an abrupt shift in the use of information and communication technology (ICT) in practice. The pre-pandemic use of informal ICT was already ubiquitous in social work practice. The purpose of this teaching note is to highlight that social work education must prepare students for practice using ICT during COVID-19 and beyond. Incorporated are findings from an international study on informal ICT use before COVID-19, which confirmed its ubiquity in social work, underscoring the need to educate and prepare social workers to use ICTs. Six knowledge areas important for social work education related to ICT use are discussed: integrating theoretical foundations; ethical considerations; confidentially and documentation; access and equity; risk assessment and management; and supervision and policy.