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SOCIAL JUSTICE

2019-2020


LLEWELLYN CORNELIUS

COUNCIL ON SOCIAL WORK EDUCATION 2019 CARL A. SCOTT MEMORIAL LECTURER

“Social Work Education and Our Role as Social Justice Liberators”

Dr. Llewellyn J. Cornelius, the Donald L. Hollowell Distinguished Professor of Social Justice and Civil Rights Studies and the Director of the Center for Social Justice, Human and Civil Rights, will give the Carl A. Scott Memorial Lecture at the Council on Social Work Education's Annual Program Meeting in Denver, Colorado. The Carl A. Scott Memorial Lecture was established to continue Scott’s legacy of equity and social justice in social work through building knowledge and furthering the well-being of individuals and their communities. Cornelius has more than 20 years of experience in community-based participatory research and more than 35 years of experience in psychosocial research. He has worked in tandem with researchers, administrators and consumers in the design, implementation and evaluation of interventions that focused on improving the health and well-being of under-resourced communities. Selection for this honor is based on the awardee's body of scholarly work, which demonstrates: • accomplishments consistent with the values of social work education, research, and practice; • a focus on equity, diversity, and social and economic justice; • a seminal contribution to human rights in social work education and/or practice; • attention to critical issues of our time; and • a connection to the conference theme, "Looking Back, Looking Forward."


TABLE OF CONTENTS Introduction, Anna Scheyett...................................................................................... iii Faculty Statement on Social Justice.............................................................................1 From Social Apartheid to Social Justice: Social Work’s Journey, June Gary Hopps..........................................................................................................2 A Personal (Re) Dedication to Social Justice Efforts in Black/African American Mental Health, Rosalyn Denise Campbell.................................................................................6 Promoting Safety and Social Justice for Intimate Partner Violence Victims in Immigrant Communities: Virtual Case Simulation Training for Religious Leaders, Y. Joon Choi....8 Historical Trauma, Social Work and Social Justice, Jennifer Elkins..............................10 Human Rights, Social Justice and Social Work, Jane McPherson................................11 Amnesty—A Public Policy Instrument Critical to the Achievement of Social Justice in the United States, Larry Nackerud....................................................13 Human Trafficking, Social Justice and Social Work, David Okech..............................16 African American Men, Social Work and Social Justice Michael A. Robinson..................................................................................................18 Social Justice and Gender Based Violence on College Campuses Adrienne Baldwin-White...........................................................................................19 Social Justice Common Book Initiative Tiffany Washington and Jennifer Elkins.......................................................................21 PrOSEADTM Syllabus...............................................................................................22 Social Justice - Relevant Faculty Publications (by topic).............................................24

Social Justice Wanted 2019-2020 | © 2019 The University of Georgia School of Social Work

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Introduction SOCIAL JUSTICE AT THE UNIVERSITY OF GEORGIA SCHOOL OF SOCIAL WORK: AN INTRODUCTION Anna Scheyett, PhD, Dean and Professor A core commitment at the University of Georgia School of Social Work is to promote social justice and oppose injustice in all its forms. Our roots in social justice work go deep. Founded in the 1960s during the civil rights movement, our commitment to social justice began with the School’s inception and continues to this day. Among our most notable social justice endeavors are the longstanding Foot Soldiers of the Civil Rights project, led by Maurice Daniels (http://www.footsoldier.uga.edu/), and the establishment of the Center for Social Justice, Human and Civil Rights, led by Lee Cornelius (https://centerforsocialjustice.uga.edu/). Over the past three years, impelled in part by the strife and injustice in our communities, the faculty of the School have engaged deeply with the construct social justice, working together to create a clear vision of what social justice means to us. This reflection and co-construction have created great energy and resulted in significant change. Four notable efforts come to mind. First is the revision of the MSW curriculum, re-grounding our teaching in our social justice mission. The foundation of this curriculum is a new course entitled Addressing the Bases of Power, Oppression, Social Justice, Evidence-Informed Practice, Advocacy, and Diversity (affectionately known as PrOSEAD). The description and learning objectives for this course are found later in this document. A second effort was the creation of a Faculty Social Justice Statement. This statement was crafted over many months. It began with an open discussion of social justice, where we raised the question “How can we work for social justice if we don’t have a common understanding from which to build?” This was followed by facilitated card-storming and concept-sorting sessions. Faculty worked in groups to complete the sentence “At the UGA School of Social Work, social justice is…” and sorted the resultant phrases into conceptual categories. Later,

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each category of phrases was given to a group of faculty, who synthesized the concepts into a statement sentence. These sentences were then gathered and synthesized into a draft statement on social justice. Three iterations of this statement were revised, amended, and enriched by faculty until a final version was completed. Faculty voted unanimously in support of the statement at our faculty meeting of September 15, 2017. The Faculty Social Justice Statement is found on the next page of this document. This year we are launching a new initiative, the Social Justice Common Book Initiative. Incoming students across all of our programs were invited to read the book We Need to Talk: How To Have Conversations That Matter by Celeste H eadlee. During orientation, we held small group discussions to facilitate students making connections between the book’s content and social work’s mission, and to encourage use of the book’s ideas during classroom discussions throughout their academic careers. More about the Social Justice Common Book Initiative can be found later in this document. Our fourth effort has been to reflect on our research over the past years, to identify and gather the works that have shined a light on issues of social justice. Several faculty members have also provided reflections on social justice and their work. These essays as well as citations for articles, chapters, and books are also included in this document for your information. They are not simply a compendium of the past, but a guidepost for the way forward. We share these resources with you and hope they will help us all in our ongoing work for social justice. Peace,

Anna Scheyett, PhD, MSW Dean and Professor


UGA SSW Faculty Statement on Social Justice

University of Georgia School of Social Work FACULTY STATEMENT ON SOCIAL JUSTICE Developed through a collaborative and synthetic faculty discussion process At the UGA School of Social Work, we believe social justice occurs when systems of all sizes (individuals, families, communities) are able, safely and dependably, to obtain the civil and human rights and resources they need to thrive. These include but are not limited to health, economic growth, social rights, equity, inclusion, safety, freedom to move about the world; social support, food security, a clean environment, education, employment, childcare and housing. Eliminating social injustice is central to our work as social workers, requires brave and assertive action and effort, and must be present in all we do and say. The School of Social Work advocates for social justice by fighting for the rights of people and communities, particularly those who have experienced marginalization, stigma, discrimination, and oppression of any form. We partner with communities in Georgia and around the world to embrace and speak truth to power and privilege and to promote change for social justice in our classrooms, our research, and our service. Approved unanimously by the faculty of the School of Social Work, September 15, 2017

Photo by Laurie Anderson

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Social Apartheid to Social Justice - June Gary Hopps

FROM SOCIAL APARTHEID TO SOCIAL JUSTICE: SOCIAL WORK’S JOURNEY (OR STRUGGLE) June Gary Hopps, PhD Thomas M. “Jim” Parham Professor of Family and Children Studies

Address delivered by June Gary Hopps, recipient of the 2017 Significant Lifetime Achievement in Social Work Education Award, Council on Social Work Education Annual Program Meeting, Dallas, Texas, October 22, 2017. My childhood was in a small, rural, central Florida town, Ocala, in Marion County. Plessey v. Ferguson was the law of the land, spewing a philosophy of “separate but equal,” which was always “separate and unquestionably unequal.”1 During my first-year at elementary school, there were six racially motivated lynchings nationally documented. There were also bombings, beatings, and other domestic terrorist acts. My elementary school secretary’s parents — Mr. and Mrs. Harry Moore — were killed by a bomb on Christmas night in 1951.2   In our home, on Gary Farms, my grandfather’s place, the illegality of voter suppression and the positive force of voting rights were always discussed. There, we learned that Blacks stood up for their rights and drew on their historical knowledge and wisdom regarding survival strategies including protest. Achieving a decent education was difficult or nearly impossible for most African Americans and much of my life, even into the latter half of the 20th century. In fact, our education in the South had once been criminalized. My family was active in the push for social justice. Our parents knew and supported the

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key players in civil rights across central and other parts of Florida. At Spelman College in Atlanta, Georgia, my interest grew and I was taught by and associated with many who were in the Black vanguard, as well as White and Jewish faculty. More than anyone, Whitney M. Young, the first Black president of NASW, recruited me to social work, and specifically community practice and he suggested that I consider a doctorate. My personal ambition at the time was to go to law school. While finishing college and continuing my graduate education at the Atlanta University School of Social Work, I remained active in the Atlanta Student Movement. That is where I marched and was arrested with many others for protesting for our human rights and civil rights, as I prepared to enter professional social work. Although social work might not have embraced social justice enthusiastically or completely, friendly assistance and social control — two contradictory stances that guided the nascent profession — were extended to the disadvantaged. The children of enslaved Blacks were not targeted recipients, neither were poor southern Whites.3 Two parallel systems of delivery emerged: one for Euro-Americans and one for


Social Apartheid to Social Justice - June Gary Hopps

others, indigenous people, Afro-Americans and Latinos. The profession engaged in service delivery apartheid. The separate but unequal pattern of social life in much of the country existed in our profession. It is the history that we deny since we sanitized the narrative; one that we are not necessarily proud of, especially now when we profess a commitment to justicedriven values. If social justice had been an implicit value, it did not become explicit until the 1983 CSWE Educational Policy Standard.4 There is still not a working definition of the subject; however, there are signs that the profession has moved toward greater consideration of the concept. Nonetheless, the profession is surely challenged as it addresses social justice in the context of greater diversity, changing demographics and a geopolitical context that is increasingly intolerant of justice-based values and social rights and more accepting of neo-liberalism, racism, anti-Semitism, homophobia, xenophobia and other isms.

So, What Should the Profession Do? First, the profession should accept the meaning of privilege (or Whiteness) and the reality of reduced privilege and the resistance that all have witnessed via increased polarization and various alliances of hate. Charleston and Charlottesville are examples. The inability to comprehend the meaning of Whiteness and the privilege that is associated with it did not redound to poor Whites. That is a basis for their anger. A consequence of inequality is the increasing class division which also fuels discontent relative to race, gender, sexual orientation and national origin. Let's be clear, the Founding Fathers wanted the country to be White. They advocated White supremacy and elitism. These principles were embedded in the Constitution when only White men were given the right to vote, and later own property; the origin of affirmative action. In their "community", there was little if any inequality. Of course, their women, slaves, indentured servants and indigenous people were not viewed as equals. However, the ideals

"...the [social work] profession is surely challenged as it addresses social justice in the context of greater diversity, changing demographics and a geopolitical context that is increasingly intolerant of justice based values and social rights and more accepting of neo-liberalism, racism, anti-Semitism, homophobia, xenophobia and other 'isms'." Given this reality, the profession must commit to a deeper understanding of the impact of inequality and how it created historical unfairness and privileged certain cohorts. This is especially true of economic inequality which has grown exponentially over the last generation.5 There can be no unity until inequality is defeated. This is a challenge that social work faces and must address.Â

expressed were unique among constitutional governments of the time in a world that knew feudalism and authoritarianism.6 Second, the profession should develop a broader curriculum which would include content on economic structure and process.7 This would help prepare professionals for understanding the angst stemming from groups who feel alien-

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Social Apartheid to Social Justice - June Gary Hopps

ated and the emergence of new political movements. Social workers deal with the impact of inequality, but we do not address prevention. Instead of advocating equal and exact justice8; we merely speak of macro-injustices and call for economic justice, environmental justice, and social justice. Then we structure the curriculum around micro-interventions which locate structural problems within the individual, family and small groups. What a contradiction. By not giving more attention to macro content, do we inadvertently suggest our own powerlessness? Third, the profession should develop the capacity to participate more effectively in the political environment. The dual efforts to engage in voter suppression and curtail demographic changes owing to xenophobia in vogue from the nation's high office is not just rolling the clock back over fifty years with particular harm targeted toward People of Color and new immigrants, but with threats to democracy itself. Social work's voice could be stronger, now. Too few of us hold elected office in Congress and in state legislatures and exert too little influence in major policy debates. The curriculum can be re-shaped to include content that can better facilitate knowledge about civic participation and build confidence in students so that they are not afraid to become effective change agents and social justice warriors. We might revisit that old reformer, Jane Addams. And while we are at it, also visit W.E.B. Du Bois (who gave us the basis for the strengths perspective, empowerment, and mixed methods) and Ida B. Wells-Barnett (research and anti-lynching advocacy), Whitney Young, Jr. (advisor to Dr. M. L. King, three U.S. presidents, and the Atlanta Student Movement).9 Fourth, the profession should learn that leadership matters. Look to those just mentioned (Addams, Wells Barnett, Du Bois, Young, and others) as models. Predictions are that women will maintain their dominance in the profes-

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sion, although their numbers will continue to decline in the national workforce.10 They will hail from immigrant and refugee status, poor population groups and both inner-city and rural communities. By 2020, half of children will be People of Color, and soon the majority of the population.11 New professionals from these cohorts will certainly not be similar to Jane Addams in terms of what they bring in human capital investment relative to wealth and education. Thus, the challenge is to provide them the best education we can since they will be looking for upward mobility for themselves and their families as well as their clients and their communities. In this regard, new innovative models or designs for professional study, i.e., online programs, second language offerings, simulated practice and distance supervision and robotic technology will be imperative given costs, language, and transportation barriers. Finally, the profession should understand that messaging and language must become more inclusive and emphasize social rights — for all. We have to stop dodging certain concepts and deal with them although that will produce some discomfort. Examples include: race (not just diversity); injustice (not disparities — injustice causes disparities) and equal and exact justice (not just social, environmental and economic justice). I have personally witnessed our profession’s movement from apartheid when Black and other social workers of color could not provide service to White clients. And I know that some agencies would not serve certain immigrants, for example, the Irish in Boston. And yet, we have overcome these realities, but I suggested that there is still much to be done. Social work is a great profession. Let’s make it greater. Thank you.


Social Apartheid to Social Justice - June Gary Hopps

Special Thanks – Dean Anna Scheyett from the University of Georgia and Dean Jenny Jones from Clark Atlanta University for nominating me for this award. I would like to thank Deans Bonnie Yegidis and Maurice Daniels, both formerly of UGA, and Drs. Harold Briggs, Tony Lowe, Waldo Johnson, and Deans James Herbert Williams and Daryl Wheeler for their support. I also thank my colleagues at Boston College, where I served as Dean for 24 years, and the University of Georgia, where I have served as a faculty member for 17 years. Sincere appreciation is extended to CSWE for establishing and presenting the Awards that have been acknowledged today. I share this award with my sisters (Drs. Faye Gary, Gladys Gary Vaughn, Ollie Gary Christian) and brother (Homer Gary II), my late parents (Ollie and Homer Gary) and grandfather (William P. Gary). My family is represented today by my granddaughter Jasmine, and nephew William, and several other relatives and friends. And foremost, I share this day and award with my late husband, Dr. John H. Hopps, Jr.

References Plessey v. Ferguson, 163 U.S. 537 (1896).

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Clark, J. (1994). Civil rights leader Harry T. Moore and the Ku Klux Klan in Florida. The Florida Historical Quarterly, 73(2), 166-183. Retrieved from http://www.jstor.org.proxy-remote. galib.uga.edu/stable/30148758

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Bowles, D. D., Hopps, J. G., & Clayton, O. (2016). The impact and influence of HBCUs on the social work profession. Journal of Social Work Education, 52, 118–132. doi: 10.1080/10437797.2016.1112650 3

Council on Social Work Education (2001). Education policy and accreditation standards. Retrieved from https://www. cswe.org/File.aspx?id=14115 (alternate: https://cswe.org/ Kentico82/getattachment/Accreditation/Candidacy/Candidacy-2001/2001EducationalPolicyandAccredita`tionStandards10-2004.pdf.aspx) 4

Karageorge, E. (2015, April). The growth of income inequality in the United States. Monthly Labor Review, 138(4). Retrieved from https://www.bls.gov/opub/mlr/2015/beyond-bls/ the-growth-of-income-inequality-in-the-united-states.htm

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Sitaraman, G. (2016, September 16). Our constitution wasn’t built for this. Sunday Review, p. SR1. Retrieved from https:// www.nytimes.com/2017/09/16/opinion/sunday/constitution-economy.html

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Morris, R. (2000). Social work's century of evolution as a profession. In J. G. Hopps & R. Morris (Eds.), Social work at the millennium: Critical reflections on the future of the profession, pp. 42-70.  New York: Free Press.

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Peters, G., & Woolley, J. T. (n.d.). Thomas Jefferson Inaugural Address, March 4, 1801. The American Presidency Project, Santa

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Barbara, CA: University of California. Retrieved from https:// www.presidency.ucsb.edu/documents/inaugural-address-19 Bowles, D. D., Hopps, J. G., & Clayton, O. (2016). The impact and influence of HBCUs on the social work profession. Journal of Social Work Education, 52, 118–132. doi: 10.1080/10437797.2016.1112650 9

U. S. Bureau of Labor Statistics (2015, December). Women in the labor force: A databook (Report No. 1059). Retrieved from https://www.bls.gov/opub/reports/womens-databook/archive/ women-in-the-labor-force-a-databook-2015.pdf 10

U. S. Census Bureau (2015, March 3).  New census bureau report analyzes U.S. population projections (Report No. CB15-TPS.16). Retrieved from https://www.census.gov/newsroom/press-releases/2015/cb15-tps16.html 11

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Mental Health - Rosalyn Denise Campbell

A PERSONAL (RE) DEDICATION TO SOCIAL JUSTICE EFFORTS IN BLACK/ AFRICAN AMERICAN MENTAL HEALTH Rosalyn Denise Campbell, PhD, LMSW Assistant Professor

“Injustice anywhere is a threat to justice everywhere." - Rev. Dr. Martin Luther King, Jr.

Robert Newcomb

If I had to sum up why the fight for justice is so important, it would be through these words of Martin Luther King. Too many spaces in our society are rife with abuse, oppression, and unnecessary struggle. One place where these injustices are felt very strongly is in health and health care. We read stories daily about the precarious position of the marginalized, underserved, and/or under-resourced who receive few or substandard services if they are able to access services at all. My work in the area of Black/African American mental health focuses on these inequities and seeks to improve mental health and promote wellness among Black/African Americans. On this quest, I have conducted, published, and presented research aimed at better understanding the depression experiences of a diverse population of Black/ African Americans. I have explored and shared innovative ways to engage Black/African Americans in mental health care, namely by exploring the role Black churches, historical sources of help in Black communities, can play in encouraging and administering this care, thereby making interventions more culturally-informed, -responsive, and –appropriate. I have also been very vocal, through my research, instruction, and outreach, about my own challenges with mental health, particularly as a Black woman, which simultaneously destigmatizes mental

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illness and offers hope to others who struggle. While most of my work, to-date, has focused on informing clinical social work practice with Black/African Americans and destigmatizing mental illness in general, I will be adding a new dimension to my research where I investigate the impact race and racism have on the mental health of Black/African Americans. Now, this is not a new area of research by any means. Scholars like Nancy Boyd-Franklin, James Jackson, and David R. Williams have built careers on examining the role race, racism, and discrimination play in the health and health outcomes of Black/African Americans. What is new is the reach (ie. audience) these incidents of racism and discrimination have and the distance and pace at which they can be disseminated. With the advent of the internet and social media platforms, and the inability to effectively filter and control this vitriol, people now experience and/or witness a greater volume of racist and discriminatory content. Whether it is by reading an anonymous comment on a post or watching an individual be treated unfairly or violently due to their race, the extent to which someone can be victimized and/or traumatized is great. What is equally troubling is that our social work curricula do not prepare students, nor do many training programs equip instructors and practitioners, to address the mental, emotional,


Mental Health - Rosalyn Denise Campbell

physical and spiritual problems people of color experience as a result. We discuss how to adjust, amend or create inventions that address cultural differences, but we offer very little in the way of helping people deal with being culturally different. In other words, we know how to help clients combat the symptoms they may experience after racist encounters (the effect) but we know little about how to combat racism itself (the cause). I have tried to bring attention to this in some respects through a course I created entitled Direct Practice with African American Adults, Children, and Families. In this class, I name racism/discrimination as a social determinant of health, attempt to raise the consciousness of students around matters of race and intersectional identity, and instruct students around how they can best intervene with clients — namely through an intervention I call the "listen-validate-empathize" technique where they do these things to build rapport and trust with the client so that the client feels safe(r) to share, or vent, troubling racist experiences. I have also spoken out through a podcast with the

UGA Center for Social Justice on how individuals can go about the work of social justice while attending to their own self-care. But these actions, helpful as they may be, do not attack the problem at its root. I, as well as all others who say they are committed to social justice, must (re)focus my efforts on not simply documenting, but better understanding the impact of racism and discrimination on health and designing, testing and implementing interventions that help individuals, communities and our society as a whole heal from racism while simultaneously eradicating it in all its forms. By continuing to focus on the relationship between race, racism, health and wellness, I hope to contribute effectively to efforts that erase racism, help people heal and replace structures corrupted by injustice. Whether it is through my research, teaching, or service work, I will always be dedicated to rooting out and destroying any threats to wellness and justice.

Rosalyn Denise Campbell speaks about mental health with participants of the Because You Matter: SelfCare Conference for African Americans, Progressive Outreach Coalition, Inc., Athens, GA (2017) UGA School of Social Work

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Intimate Partner Violence - Y. Joon Choi

PROMOTING SAFETY AND SOCIAL JUSTICE FOR INTIMATE PARTNER VIOLENCE VICTIMS IN IMMIGRANT COMMUNITIES: VIRTUAL CASE SIMULATION TRAINING FOR RELIGIOUS LEADERS Y .Joon Choi, MSW, PhD Associate Professor and PhD Program Director Chad Osburn

While intimate partner violence (IPV) affects all communities, its prevalence, contributing factors, manifestations, and possible solutions are distinctive for immigrant communities. Significantly more immigrant women suffer from IPV than the national average (Center for Women's Health Research, 2009; Yoshihama & Dabby, 2015) and barriers that abused women face in seeking help are exacerbated in immigrant communities. Barriers unique to immigrants are language difficulty, lack of culturally appropriate services, lack of knowledge about existing resources, immigration status, financial dependency, discrimination, and negative stereotypes of immigrants (Finfgeld-Connett & Johnson, 2013; Finigan, 2010). In addition, cultural and religious values also contribute to IPV and to the shame of seeking help. These values are male-dominated family structure, rigid gender roles, ingrained patriarchal and hierarchal family systems, high value of family honor and privacy, and value of group welfare over personal needs (Abu-Ras, 2007; Roy, 2012). Due to the many cultural and psychosocial barriers that abused immigrant women face, these populations prefer to exhaust all informal resources, including religious leaders, before seeking help from formal service providers (Aloud & Rathur, 2009; Brabeck & Guzman, 2009). Current policies regarding immigrant enforcement efforts have especially increased

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immigrant victims’ fear and reluctance to seek assistance, not only from the criminal justice system, but also from service providers (Tahirih Justice Center, 2017). Thus, there is a critical need to tackle this important social justice issue of intimate partner violence, particularly disparity of accessing resources and services for immigrant victims of IPV living in the US. My current research addresses this critical need to prevent IPV and enhance access to services and resources for immigrant victims of IPV. Specifically, I have developed a culturally appropriate online training for immigrant religious leaders, with the purpose of increasing their capacity to assist immigrant victims and help prevent IPV in immigrant communities. I have first tested it with Korean immigrant religious leaders in a small (n=55) randomized clinical trial and found that the online training speaks to Korean immigrant religious leaders’ cultural values and they embraced the online format. The program was effective at increasing knowledge of and attitudes against IPV. For IPV prevention and intervention behaviors in their congregations, mean changes from pre to post for the intervention group were higher than the control group, but the difference was not statistically significant. Based on these research findings, with the support from the Office on Violence Against Women, National Institute of Justice, I am


Intimate Partner Violence - Y. Joon Choi

currently developing a virtual case simulation training in partnership with two Korean domestic violence programs. In this training, a religious leader responds to a virtual parishioner seeking help with IPV and therefore can practice real-world performance and master required knowledge and self-efficacy by performing tasks with increasing complexity. This research targets the “heart” of immigrant communities, the person who has the strongest potential to assist victims to access the justice system and get necessary services, as well as change attitudes that tolerate IPV. As such, this research has the real potential to reduce disparity of accessing resources and services for immigrant victims of IPV by connecting victims to the justice system and victim services. In addition, it will provide a model of intervention that could be adapted to other immigrant groups where affiliation with religious organizations are high and religious leaders have a strong influence, such as Latinos, Filipinos, Vietnamese, and Middle Easterners.

References Abu-Ras, W. (2007). Cultural beliefs and service utilization by battered Arab immigrant women. Violence Against Women, 13(10), 1002-1028. Aloud, N. & Rathur, A. (2009). Factors affecting attitudes toward seeking and using formal mental health and psychological services among Arab Muslim populations. Journal of Muslim Mental Health, 4(2), 79-103. Brabeck, K. M. & Guzman, M. R. (2009). Exploring Mexican-origin intimate partner abuse survivors' help-seeking within their sociocultural contexts. Violence Vict,24(6), 817-832. Center for Women's Health Research (2009). North Carolina Women's Health Report Card. University of North Carolina at Chapel Hill. Finfgeld-Connett, D. & Johnson, E. D. (2013). Abused South asian women in westernized countries and their experiences seeking help. Issues Ment Health Nurs, 34(12), 863-873. Finigan, M. K. (2010). Intimate violence, foreign solutions: Domestic violence policy and Muslim-American women. Duke Forum for Law & Social Change, 2(1), 141–154. Roy, D. (2012). South Asian battered women's use of force against intimate male partners: A practice note. Violence Against Women, 18(9), 1108-1118. Tahirih Justice Center (2017). Key Findings: 2017 Advocate and Legal Service Survey Regarding Immigrant Survivors. Retrieved from https://www.tahirih.org/wp-content/ uploads/2017/05/2017-Advocate-and-Legal-Service-Survey-Key-Findings.pdf Yoshihama, M. & Dabby, C. (2015). Facts & stats report: Domestic violence in Asian and Pacific Islander homes. Asian & Pacific Islander Institute on Domestic Violence.

Key Findings: 2017 Advocate and Legal Service Survey Regarding Immigrant Survivors

Tahirih Justice Center. Key Findings: Advocate and Legal Service Survey Regarding Immigrant Survivors. Retrieved from https://www.tahirih.org/wp-content/uploads/2017/05/2017-Advocate-and-Legal-Service-Survey-Key-Findings.pdf

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Historical Trauma - Jennifer Elkins

Andrew Davis Tucker

HISTORICAL TRAUMA, SOCIAL WORK, AND SOCIAL JUSTICE Jennifer Elkins, PhD Associate Professor and Coordinator of the MSW/JD Program

Historical trauma is understood to be the collective trauma exposure within and across generations, including interpersonal losses and unresolved grief. Recognizing and responding to the intergenerational transmission of trauma is integral to facilitating the process of healing, reconciliation and restoration associated with historical and ongoing systemic racism, oppression and social injustice experienced by Indigenous peoples, African Americans, Latinxs and other historically marginalized populations. Over the past decade, there has been a groundswell of federal, state, and local efforts to translate research on adverse childhood experiences (ACEs) into trauma-informed practices across multiple systems. ACEs are associated with enduring neurobiological, physiological, relational, behavioral and emotional consequences over the life course. Increasingly, grassroots organizations such as California’s RYSE Center have been a leader in pushing an interdisciplinary field of professionals to incorporate the centrality of historical trauma, structural racism and white supremacy into our understanding of ACEs and trauma informed care. Building culturally responsive and trauma-informed healing systems requires a paradigm shift that uses what we know about trauma and its impact to do our work differently.

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The social work profession is ideally poised to provide leadership in this area. It is imperative that the social work profession incorporate culturally responsive and trauma-informed strategies with(in) our classrooms, research and the populations we serve. This includes ensuring that our teaching, research and practice also emphasizes and nurtures a more culturally inclusive understanding of resilience and the culturally specific values, beliefs, traditions, practices and ways of knowing that may mitigate risk. Reference Dhaliwal, K (2016, October 24). Racing ACEs gathering and reflection: If it’s not racially just, it’s not trauma informed. ACEs Connection. Retrieved from http:// bit.ly/2dVDNS0.


Human Rights - Jane McPherson

HUMAN RIGHTS, SOCIAL JUSTICE, AND SOCIAL WORK Jane McPherson, MSW, MPh, PhD Assistant Professor and Director of Global Engagement Robert Newcomb

As social work practitioners, it is common for us to assess our client’s needs. We are rightly concerned about whether our service users have adequate food, housing, and medical care. For most of two decades, as a social worker working with women living in poverty, I did the same. Many times, over the course of my career, I helped mothers living in poverty access food pantries and Thanksgiving turkeys for their families (McPherson, 2016). I was always delighted to make these connections and to help women put food on their tables. It was gratifying work, but it was also unsettling. It is unsettling for two important reasons that should distress any social worker who hopes to construct a more just world: first, it was obvious that providing a meal—even a Thanksgiving feast—did not solve the family’s problem of hunger; and second, it was uncomfortable knowing that, though my clients were fed—at least for the moment—so many others were going hungry (and homeless and without medical care) in our rich and powerful country. It is reasonable to ask why our systems are set up to help some but not others. In social work school, we learn about the history of social services and the evolving thinking about who exactly “deserves” our assistance (Katz, 2013). Social policy has changed over time, but the

common thinking has been that children are more deserving than adults; parents more deserving than childless adults; women more deserving than men; and law-abiding people more deserving than those accused of crime. This sort of thinking has also sheltered racism and discrimination, as whites have been argued to be more deserving than blacks or Native Americans; and in the current debate we see that citizens are often understood to be more deserving than noncitizens. A human rights perspective resolves these debates, as ALL human beings are understood to be deserving simply because they are living, breathing individuals. For social workers, Article 25 of the Universal Declaration of Human Rights (UN, 1948) is powerful and should be proscriptive. It states: Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control. Within Article 25, several critical human rights are established: the right to a reasonable stan-

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Human Rights - Jane McPherson

dard of living; the right to health; the right to food; the right to housing; and the right to social security. The framers — including Eleanor Roosevelt of the United States — even articulated a right to social services! For social workers to truly advance social justice, we must help people meet their needs in the context of guaranteeing their access to these social rights. Guaranteeing rights is not easy, especially as the social rights articulated in Article 25 are not fully recognized in the United States. The US is the only United Nations’ member state that has not ratified the Convention on the Rights of the Child (UN, 1989), and it is the only country in the Global North that has not ratified the Convention on the Elimination of All Forms of Discrimination Against Women (UN, 1979; Ignatieff, 2005). Indeed, even though human rights are proposed as universal, in fact the rights to which individuals are legally entitled vary depending on which country grants them citizenship and — in the context of the USA — on within which city, county, or state they happen to plant their feet. Though human rights are created internationally, they are implemented locally. Looking through a lens of human rights (McPherson, Siebert, & Siebert, 2017), we see our social work clients as rights-holders and, all around us, we see violations of their social and economic rights: poverty, most profoundly, but also failing elementary schools, inadequate housing, interpersonal violence, and discrimination of all kinds. We also see ourselves as social workers, attempting to meet clients’ immediate needs in ways that neither secure their rights nor impact the larger systems that produce these violations. Looking through the human rights lens, it becomes clear that our role as social workers must expand to help our clients secure stable access to rights—not merely to services. It is important to provide a hungry family with a

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good meal, but it is transformational to partner with them to secure their human right to food. This imperative to help clients secure access to their human rights may feel overwhelming to social workers, especially those of us who were trained as micro-level practitioners, and surely it is challenging. It may require partnering with clients, communities, other professionals, advocates, activists, governments, and more. Still, this is the work that is required by social work’s ethical mandates (NASW, 2017) and respecting and validating these rights has the potential to transform our clients, our societies, and our social work profession (McPherson, 2018). References Ignatieff, M. (Ed.) (2005). Introduction: American exceptionalism and human rights. American exceptionalism and human rights. Princeton, NJ: Princeton University Press. Katz, M. (2013). The Undeserving Poor: America's Enduring Confrontation with Poverty: Fully Updated and Revised (2nd ed.). New York: Oxford University Press. McPherson, J. (2016). Article 25 changed my life: How the Universal Declaration of Human Rights reframed my social work practice. Reflections: Narratives of Professional Helping, 22 (2), 23-27. http://www.reflectionsnarrativesofprofessionalhelping.org/index.php/Reflections McPherson, J., Siebert, C.F., & Siebert, D.C. (2017). Measuring rights-based perspectives: A validation of the Human Rights Lens in Social Work scale. Journal of the Society for Social Work Research, 8(2), 233-257. doi:10.1086/692017 McPherson, J. (2018). Exceptional and necessary: Practicing rights-based social work in the United States. Journal of Human Rights and Social Work, 3 (2), 89-98. doi:10.1007/ s41134-018-0051-x National Association of Social Workers. (2017). Code of ethics of the National Association of Social Workers. Washington, DC: Author. United Nations. (1948). Universal declaration of human rights. Retrieved from http://www.un.org/en/documents/udhr/ United Nations. (1979).Convention on the Elimination of All Forms of Discrimination against Women. Retrieved from http://www.un.org/womenwatch/daw/cedaw/cedaw.htm United Nations. (1989). Convention on the Rights of the Child. Retrieved from https://www.ohchr.org/en/professionalinterest/pages/crc.aspx


Amnesty - Larry Nackerud

AMNESTY – A PUBLIC POLICY INSTRUMENT CRITICAL TO THE ACHIEVEMENT OF SOCIAL JUSTICE IN THE UNITED STATES Larry Nackerud, PhD Professor

Robert Newcomb

As a professional social worker I believe the freedom to move about the world should be a basic freedom for all people. This philosophical stance does, however, push up against the immigration and refugee policies and laws of the world’s 195 sovereign states/countries, as recognized by the United Nations. The United States is no exception when it comes to tension and dissent focused on immigration and refugee admittance and residence, particularly so for undocumented persons who have entered without the proper documents or without inspection, and for persons who have entered the country on their own and then applied for asylum due to a credible fear of persecution if returned to their home country. There is clear recognition in the international community that countries have the right to create borders and develop and implement rules for the entrance, and even in exceptional circumstances the exit, of persons moving about the world, either permanently or temporarily. In the United States the task of creating, interpreting, and implementing immigration and refugee policy falls primarily to Congress and the Office of the President, and the executive agencies of the President. The 2017 International Migration Report declares that only about 3.4% of the world’s 7 billion, 489 million people are living in a country other than their country of birth. This

represents only a modest increase from 2.8% in 2000. However, as the world’s population has grown, the 3.4% estimate does mean that 248 million people are living in a country other than their country of birth (United Nations, 2017). So, if social justice is the goal, clearly the right to move freely about the world needs to be recognized, and valued, but just as valuable is the right to stay where you have landed and be welcomed fully as a contributing member of the society within which individuals have placed themselves (Ravenstein, 1889; Borjas, 1989). A current challenge for the United States is how to welcome fully the approximately 11 million undocumented persons in the midst of the country’s population of 328 million people (Taylor, Lopez, Passel, & Motel, 2011). I believe the answer to that challenge is amnesty. Amnesty as a public policy instrument, used judiciously but with a regular frequency, is critical to the achievement of social justice in the United States. Without its use millions of undocumented persons, two-thirds of whom have lived in the country for more than 10 years and half have borne a citizen child, will always be forced to live in the shadows (Taylor, Lopez, Passel, & Motel, 2011; Zayas, 2015). It appears safe to assume that these folks, the majority of whom are from one country, Mexico, are not going anywhere. With amnesty, the forgiving of the original undocumented entrance, these

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Amnesty - Larry Nackerud

persons can come forward and both enjoy and contribute to the breadth and depth of American life. While the overall “comprehensive immigration” reform debate has raged in the United States for decades, one of the more contentious elements has been the question of what to do about the massive number of undocumented/ unauthorized adult immigrants. Amnesty is a historically congruent, economically wise, and socially inclusive policy instrument that the federal government can use to initiate a legalization program for this population. U.S. legalization programs, also referred to as amnesty programs, are of three types https://creativecommons.org/licenses/by-nc/2.0/ — registry, population-specific, and general —with all three types being used in the last four decades.

The most well-known occurred with the 1986 Immigration Reform and Control Act, with 3.1 million persons moving forward via a legalization/amnesty path to citizenship. This effort included the use of both a general and a population specific program. Since then 3.7 million+ undocumented or unauthorized persons have been legalized in the U.S. (Kerwin, Brick, Kilberg, 2012), most often with the intent to have the country gain labor economic resources (usually low-wage workers) and/or to adjust population specific humanitarian concerns. The discourse should, as history shows us, include the idea that an occasional amnesty will always be necessary—particularly as the United States remains a desired receptor location for undocumented persons (Hansen, 2009). Certainly the hope is that it will. The

Community protesters hold a sign at the Families Belong Together rally in front of the University of Georgia arch in Athens, Georgia on Saturday, June 30, 2018. Photo by Tony Walsh/Red & Black

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Amnesty - Larry Nackerud

only two scenarios that come to mind whereby the United States would become an undesirable location for undocumented persons would be a sustained economic decline and/or the continued erosion of civil liberties, not just for undocumented persons, but also for us all. A country like the United States, with a large number of sustained undocumented/unauthorized immigrants in its midst, can never do well, particularly when that population includes established families and strong ties to the host country, the United States. Amnesty can provide significant economic and integration outcomes (Kerwin, Brick, Kilberg, 2012). Development and implementation of a legalization/amnesty program is a required public policy action at periodic intervals (Hansen, 2009). What can and should be debated is what the interval should be. Without it, social justice will never be achieved in the United States. As a social work researcher I am designing a research piece to establish the long-term outcomes for those 3.1 million undocumented persons who received amnesty in the years following the passage of the Immigration Reform and Control Act (IRCA) of 1986. I aim to study the long-term outcomes for those IRCA recipients—1.8 million 245A “legalized aliens” and 1.3 million SAWs (seasonal agricultural workers) who were awarded amnesty and an eventual path to citizenship in the political compromise crafted in 1986. The overarching research question guiding this social science research project is: What have been the long-term life outcomes for the 3.1 million IRCA recipients who were granted amnesty and an eventual path to citizenship?

The primary research hypotheses are: A. Long-term outcomes on all research variables (listed above) for IRCA recipients will equal or exceed those of native-born U.S. citizens for the time period 1992 to 2015. B. Use of social welfare programs by IRCA recipients, particularly the “means tested” programs (e.g., TANF, Medicaid, SNAP) is less than that for native-born U.S. citizens for the time period 1992-2015. Amnesty as a public policy instrument, used judiciously but with a regular frequency, is critical to the achievement of social justice in the United States. References Borjas, G. J. (1989). Economic theory and international migration. International Migration Review, 457-485. Brettell, C. B., & Hollifield, J. F. (2014). Migration theory: Talking across disciplines Routledge. Hansen, R. (2009). Immigration & immigration reform in the United States: An outsider’s view. The Forum, v. 7, #3, article 3. Kerwin, D.M., Brick, K., & Kilberg, R. (2012). Unauthorized immigrants in the U.S. and Europe: The use of legalization/regularization as a policy tool. Washington, DC: Migration Policy Institute. Ravenstein, E. G. (1889). The laws of migration. Journal of the Royal Statistical Society, 52(2), 241-305. Taylor, P., Lopez, M.H., Passel, J.S., & Motel, S. (2011, December 1). Unauthorized immigrants: Lengths of residency, patterns of parenthood, Hispanic Trends: Pew Research Center. Pew Hispanic Center. United Nations, Department of Economic and Social Affairs, Population Division (2017). International Migration Report 2017: Highlights (ST/ESA/ SER.A/375). Zayas, L.H. (2015). Forgotten citizens: Deportation, children and the making of American exiles and orphans. Oxford University Press: Oxford, UK.

The research variables under consideration and included in an already developed data collection instrument are: educational achievement (self and children); labor market participation; residence type; community engagement; political participation; payment of taxes; asset accumulation; business ownership; family composition.

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Human Trafficking - David Okech

HUMAN TRAFFICKING, SOCIAL JUSTICE, AND SOCIAL WORK David Okech, MSW, PhD Associate Professor

Robert Newcomb

The trafficking of persons around the world, also known as modern day slavery, is a serious violation of human rights and a manifestation of social injustice. Human trafficking is defined as “the recruitment, harboring, transportation, provision, or obtaining of a person for labor or [sex] services through the use of force, fraud, or coercion for the purpose of subjection to involuntary servitude, peonage, debt bondage, [sexual exploitation] or slavery” (U.S. Department of State, 2000). It is caused by micro- and macro-level factors: macro-level factors include economic injustice, poverty, wars and natural disasters, globalization of the consumer market, discrimination against women, and global sex tourism. Micro-level risk factors include family breakdown, poor family relations, child abuse and neglect, mental illness and substance use among parents, and homelessness among children (Roby, 2005). Though valid and reliable trafficking data remain a challenge and born of contention, a recent report estimated that 24.9 million individuals around the world are currently victims of some form of trafficking. These men, women and children are exploited in economic activities such as agriculture, fishing, domestic work, construction, manufacturing and the commercial sex industry (IOL, 2017). Although the majority of victims are trafficked across international borders, 42% are victimized within their own countries (UNODC, 2016). Trafficking disproportionately affects women and children-of the current

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global victims, 71% are female and 28% are children (UNODC, 2016). The Code of Ethics of the National Association of Social Workers affirms the profession’s responsibility to pursue social change and human rights, particularly on behalf of vulnerable and oppressed people, and toward the liberation of all people. Similarly, the Council on Social Work Education maintains that “social work’s purpose is actualized through its quest for social and economic justice, the prevention of conditions that limit human rights, the elimination of poverty, and the enhancement of the quality of life for all persons” (CSWE, 2015). A social work perspective on the issue of human trafficking is therefore critical in anti-trafficking efforts, not only because of the professional guiding principles and values, but also because of the holistic nature of social work interventions with oppressed populations. Social justice for trafficking survivors must go beyond the prosecution and punishment of perpetrators, it must include provision of necessary services that help survivors re-start their lives in conducive circumstances. There are several important implications for the profession in dealing with the problem of trafficking. Applications to policy include advocating the Fredrick Douglass Trafficking Victims Prevention and Protection Reauthorization [HR 2200] bill of 2017, which is yet to become law


Human Trafficking - David Okech

and expires very soon. The precursors to this law have provided funding for anti-trafficking efforts since 2000. Programmatic applications include providing specialized and comprehensive services to trafficking survivors, including psychosocial, economic empowerment, legal representation, language interpretation, and supports with immigration issues. In addition, community awareness programs are also key in preventing or reducing the problem.

presently involved in research whose goal is to provide evidence-informed intervention and reintegration services for female survivors of trafficking. The transnational research team represents scholars from social work, medicine, sociology, public health and family studies. The intervention will be designed in a sustainable manner and replicable across various countries in the world.

However, the effectiveness of these important applications hinge on rigorous research that is informed by the social, health, and behavioral sciences as well as the humanities. Clearly, one area of research is the collection of valid and reliable data on the issue. Research in the area is very much in its infancy and there is opportunity to collaborate both transdisciplinarily and transnationally in order to build a body of research that will lead to the provision of the best services for trafficking victims and survivors. The UGA School of Social Work is

U.S. Department of State. (2000). Victims of Trafficking and Violence Protection Act of 2000: Public law 106-386). Retrieved from, http://www.state.gov/documents/organization/10492.pdf Roby, J. L. (2005). Women and children in the global sex trade: Toward more effective policy. International Social Work, 48(2), 136-147. International Labour Organization [ILO]. (2017). Global estimates of modern slavery: Forced labour and forced marriage. Geneva: Author. Retrieved from, http://www.ilo.org/global/ publications/books/WCMS_575479/lang--en/index.htm UNODC. (2016). UNODC report on human trafficking exposes modern form of slavery. Retrieved from, http://www.unodc. org/unodc/en/human-trafficking/global-report-on-trafficking-in-persons.html Council on Social Work Education. (2015). Educational policy and accreditation standards. Alexandria, VA: Author.

References

The Global Slavery Index 2018; Walk Free Foundation, https://www.walkfreefoundation.org/ Figure 1, page 29. Estimated prevalence of modern salvery by country (noting 10 countries with highest prevalence, estimated victims per 1,000 population). Retrieved from https://www.globalslaveryindex.org/

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African American Men - Michael Robinson

AFRICAN AMERICAN MEN, SOCIAL WORK, AND SOCIAL JUSTICE Michael A. Robinson, PhD Associate Professor

Harold Waters

While attending graduate school, I made a decision to focus my research on a major social justice issue that affects the lives of people of color. As I completed my analysis I realized that there was not one major social justice issue, but numerous problems exist for people of color. These problems have endured since the first enslaved Africans landed in the colonies in 1619. Enslaved Africans were originally governed by the slave codes that were enforced by slave patrols; and later after the civil war, freed Blacks were governed by a series of legislation designed to limit their rights and keep them economically disadvantaged and this heavily contributed to social injustice. Police departments across the country continued where the slave patrols left off, by enforcing these written and unwritten laws designed to limit the rights of people of color (Robinson, 2017). My research examines the role of law enforcement in policing men of color. Research shows that this relationship between police and men of color has been tempestuous throughout history (Moore, et. al., 2016; Weitzer, 2002). Additionally, this relationship has strongly affected African American youth in their academic pursuits. This adversarial relationship with law enforcement and the criminal justice system has developed into what is now known as the schoolto-prison pipeline (Wald et. al., 2003), which continues to populate our prison system with men of color. What can be done to disrupt this system? I agree with other scholars that the problem is systemic and in order to address this social justice issue

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affecting men of color, we must explore ways to prevent them from coming in contact with the criminal justice system. I believe we need to institute programs in the middle and high school systems that build strong positive relationships between young men of color and the police. This is not a new idea but one that builds on programs of the past and explores best practices that worked and why they were successful, as well as practices that did not work, and why they failed. Social justice is not going to be achieved by the work of a few. This is a process that will require the formation of community collaborations across the country, because community residents are the experts on social injustices they face. The most effective way to work towards elimination of these injustices is to follow the lead of the community members and work shoulder to shoulder to find viable solutions. I firmly believe that community-based participatory action research is the best way to achieve positive outcomes in the fight to eradicate social injustice. References Moore, S. E., Robinson, M. A., Adedoyin, C., Brooks, M., et al. (2016). Hands Up-Don’t Shoot: Police shootings of unarmed Black males: Implications for social work and human services. Journal of Human Behavior in the Social Environment doi: 10.1080/10911359.2015.1125202 Robinson, M. A. (2017). Black bodies on the ground: Policing disparities in the African American community: A content analysis of newsprint from January 1, 2015 through December 31, 2015. Journal of Black Studies. 48(6), 551-571. Wald, J., Losen, D.J. (2003). Defining and redirecting a schoolto-prison pipeline. New Directions for Youth Development. 99, 9–15. Weitzer, R. (2002). Incidents of police misconduct and public opinion. Journal of Criminal Justice, 30(5), 397-408.


Gender Based Violence - Adrienne Baldwin-White

SOCIAL JUSTICE AND GENDER BASED VIOLENCE ON COLLEGE CAMPUSES Adrienne Baldwin-White, MSW, PhD Assistant Professor

Laurie Anderson

Gender based violence is a social justice issue. Gender inequality leads to the maintenance of gender norms and expectations that influence how college students communicate about sex and give consent. My own qualitative research exploring college students’ attitudes and beliefs concerning sexual assault revealed that they are still vulnerable to the influence of harmful norms that mandate women be timid and “nice”, therefore agreeing to unwanted sexual activity in order to not cause drama. Men are also vulnerable to norms that mandate they be aggressive and persistent, even with acts of resistance from their partner. Men, in particular, perceive, often incorrectly, that their male peers are engaging in sex with multiple partners; therefore, to fit in, they must do the same. My research examining how college students negotiate prior to and during sexual interactions confirms that even when they know how to establish and respect boundaries, these norms prevent them from engaging in healthy fully consensual sex. Gender norms also influence how college students give consent and know it has been given. My quantitative research examining how college students perceive consent has revealed that gender norms influence how they communicate about sex; and how they interpret each other’s behavior. College women have inherently different lives because of the violence they may experi-

ence. Some sexual assault prevention programs continue to place the onus on women to prevent sexual assault by emphasizing steps they can take like socializing in groups, making sure there is a “babysitter” (someone whose job it is to watch out for everyone else), creating text chains to check in on everyone throughout the night and even carrying pepperspray. My qualitative research looking at college women’s experiences has confirmed that many of them feel a burden their male peers do not experience to prevent their own assault. College women do not have the same experience as men because they do not have the freedom to embrace all of the potentials of campus life due to the threat of sexual assault. A pilot study I conducted looking at sense of belonging and sense of community among college women found that their concern for experiencing sexual assault and harassment reduced their sense of belonging and had a negative effect on their mental health. It is also important to consider system changes that need to be made in order to prevent sexual assault and help survivors. Campus police, in particular, have the skills to interact with survivors when they report an assault in a trauma informed way that encourages survivors to continue through the reporting process. I am currently developing an online training for patrol officers to address this concern. One key element of this process is community engage-

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Gender Based Violence - Adrienne Baldwin-White

ment; the team developing this training include police officers, rape advocates, college students and researchers. The research includes stakeholders and includes those that would be influenced by the proposed changes. Changing a system like police can have a positive effect of positively influencing other university level systems to fully embrace addressing the problem of campus sexual assault. Finally, it is important that any approaches to sexual assault prevention be inclusive. Current sexual assault prevention does not address the specific needs of marginalized groups, including sexual minorities, gender minorities and people of color. Therefore, sexual assault prevention programs need to include the experiences of these communities that take into consideration the intersection of their gender, sexual orientation and race. My current research developing a sexual assault prevention program for college campuses utilizes technology and digital gaming so that students in these groups feel their unique experiences are addressed. Other research I am conducting will look at how the racial, gender and sexual orientation of survivors affects how they are perceived as victims and the type of care they receive after reporting a sexual assault. At the core of my research in sexual assault prevention on college campuses is an understanding that gender inequality is at the core of campus sexual violence. It has created norms and expectations that have negatively impacted college students’ behavior and contributed to the continued perpetuation of sexual assault. These gender norms also intersect with norms surrounding race and sexual orientation that require research that attempts to include everyone’s voice in deciding how the problem of campus sexual violence should be addressed.

Andrew Tucker/UGA Photographic Services

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Common Book Initiative - Washington, Elkins

SOCIAL JUSTICE COMMON BOOK INITIATIVE Tiffany Washington, MSW, PhD, Associate Professor Jennifer Elkins, PhD, Associate Professor

UGA Photographic Services Andrew Davis Tucker

In a polarized, often contentious political climate, it is hard to have a polite conversation. In recent years the School of Social Work faculty and staff have invested time and resources into learning Reflective Structured Dialogue, an evidence-based method for communicating more effectively about challenging issues. This effort informed the book selection for the School’s inaugural Social Justice Common Book Initiative. After reviewing multiple titles, and with input from the faculty, Drs. Tiffany Washington and Jennifer Elkins selected Celeste Headlee’s We Need to Talk: How To Have Conversations That Matter. The book has direct implications for social justice, civil and/or human rights, in that it outlines strategies for improving the way we communicate about topics that matter. We expect that the methods described in the book will encourage critical thinking about how to best approach difficult subjects and generate productive student-to-student discussions on topics of power, oppression, social justice, evidence-informed practice, advocacy and/or diversity throughout their social work educational experience.

School of Social Work students attending the 2019 fall orientation show their copies of We Need to Talk by Celeste Headle. Photo by Alonte Lee.

Alante Lee/School of Social Work

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PrOSEAD Syllabus

The University of Georgia School of Social Work Masters of Social Work Program SOWK 7118: Power, Oppression, Social Justice and Evidence-informed Practice, Advocacy, and Diversity in Social Work (PrOSEAD) MSW CURRICULUM STATEMENT (Appears at top of every syllabus): Beginning 2017, the UGA SSW faculty has adopted a focus on addressing power and oppression in society in order to promote social justice by using evidence based practice and advocacy tools and the celebration of diversity. This philosophy, under the acronym, PrOSEAD, acknowledges that engagement, assessment intervention, and evaluation with individuals, families, groups, organizations, and communities requires an understanding of the historical and contemporary interrelationships in the distribution, exercise, and access to power and resources for different populations. And, that our role is to promote the well-being of these populations using the best and most appropriate tools across the micro, mezzo and/or macro levels of social work practice. In short, we are committed to:

Addressing Power and Oppression, Promoting Social justice, Using Evidence-informed practice and Advocacy, & Celebrating Diversity a. Power - Certain sections of populations are more privileged than others in accessing resources due to historical or contemporary factors related to class, race, gender, etc. Our curriculum will prepare students to: (i) identify and acknowledge privilege issues both in society as well as at the practitioner/ client level; (ii)have this understanding inform their practice In order to competently serve clients who experience disenfranchisement and marginalization. b. Oppression - Social work practice across the micro-macro spectrum should work to negate the effects of oppression or acts of oppression locally, nationally and globally. Our curriculum will prepare students to enhance the empowerment of oppressed groups and prevent further oppression among various populations within the contexts of social, cultural, economic, political, and environmental frameworks that exist c. Social Justice - Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Our curriculum will prepare students to engage in policy practice at the local, state, federal, or international levels in order to impact social justice, well-being, service delivery, and access to social services of our clients, communities and organizations. d. Evidence Informed Practice – Social workers understand that the clients’ clinical state is affected not only by individual-level factors but also by social, economic, and political factors. We are also cognizant that research shows varied levels of evidence for practice approaches with various clients or populations. Our curriculum will prepare students to engage in evidence-informed practice. This includes finding and employing the best available evidence to select practice interventions for every client or group of clients, while also incorporating client preferences and actions, clinical state, and circumstances. e. Advocacy – Every person regardless of position in society has fundamental human rights to freedom, safety, privacy, an adequate standard of living, health care, and education. Our curriculum will prepare students to apply their understanding of social, economic, and environmental justice and their knowledge of effective advocacy and systems change skills to advocate for human rights at the individual and system levels f. Diversity - Social workers need to understand how diversity and difference characterize and shape the

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PrOSEAD Syllabus

human experience and are critical to the formation of identity. Our curriculum will produce students who are able to engage, embrace, and cherish diversity and difference across all levels of practice COURSE DESCRIPTION This required course encapsulates the entire philosophy of our MSW curriculum. It examines the interrelationships between Power, Oppression, Social justice, Evidence informed practice, Advocacy and Diversity in social work practice. The overall framework focuses on understanding the barriers to and the enablers of social change (see figure in pg. 2). Students learn about the UGA SSW’s initiatives on social justice and human rights. The course will help students to focus on critical self-reflection and the arduous and often painful trajectory to recognize their privileges or power and how it shapes their lives and interactions; how it might be oppressive to others; how diversity in its various forms may be understated; how to advocate at all levels of practice for the under-privileged, and how to base practice on the social work tenets of social justice, human rights, and choosing the most appropriate interventions. STUDENT OUTCOMES The overarching objective of this class is to help students move from basic self-awareness to critical consciousness, from practice skill and assessment to intervention and social action in addressing power and oppression, promoting diversity, advocacy, social justice and in basing appropriate interventions in evidence and applying the best available evidence for various groups and problems. Upon completion of this course, students will: • Understand the historical and contemporary involvements of the SW profession, including the NASW & IFSW, and the UGA SSW in empowerment efforts. • Develop an understanding for the philosophy and spirit of the MSW curriculum at the UGA SSW • Develop a level of understanding about social justice and its connection to privilege, power, oppression. • Deepen their understanding of their personal social and cultural identities and biases, and how these relate to clients diverse clients and communities. • Understand and articulate concepts of culture, identity, privilege, power, ally behaviors, oppression, social justice, and “differentness” and integrate these concepts into their practice framework (micro or macro). Understand how these concepts operate in a global context and relate to human rights. • Gain skills in having honest conversations about the intersection of social work and race, class, gender, ability, sexuality, gender, national origin, difference, oppression and privilege. • Utilize skills to combat social injustice, which is necessary for competent practice in diverse communities, including self-reflection, self-assessment, and consultation, and use these skills to understand and build ally relationships. • Apply theories of oppression (social injustice) to assess the impact of systemic/institutionalized oppression on clients, develop culturally congruent services to reduce its negative effects, and empower client to challenge existing oppressive conditions by intervening at multiple systems levels. • Identify and discuss the extent and nature of economic and social inequality, discrimination, self-governance and social capital, especially as it relates to race, gender and sexual orientation, age, religion, disability status, ability to vote, class and ethnicity.

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Social Justice - Relevant Faculty Publications

Social Justice-Relevant Publications by UGA School of Social Work Faculty 2009-2019 AGING Beer, J. M., & Owens, O. L. (2018). Social agents for aging-in-place: A focus on health education and communication. In R. Park and A. McLaughlin (Eds.) Aging, Technology, and Health (pp. 237-259). Elsevier Academic Press. doi:10.1016/B978-0-12-811272-4.00010-5 Caplan, M. A. & Washington, T. (2017). Beyond income: A social justice approach to assessing poverty in older adults. Journal of Gerontological Social Work, 60(6-7), 553-568. doi: 0.1080/01634372.2017.1344174 Cross-Denny, B., & Robinson, M. A. (2017). Using the social determinants of health as a framework to examine and address predictors of depression in later life. Aging International. doi: 10.1007/s12126-017-9278-6 Morrissey Stahl, K. A., Gale, J., Lewis, D. C., & Kleiber, D. (2018). Sex after divorce: Older adult women’s reflections. Journal of Gerontological Social Work, 61(6), 659-674. doi: 10.1080/01634372.2018.1486936 Morrissey Stahl, K. A., Gale, J., Lewis, D. C., & Kleiber, D. (2019). Pathways to pleasure: Older adult women’s reflections on being sexual beings. Journal of Women & Aging, 31(1), 30-48. doi: 10.1080/08952841.2017.1409305 Morrissey Stahl, K. A., Bower, K. L., Seponski, D. M., Lewis, D. C., Farnham, A. L., & Cava-Tadik, Y. (2018). A practitioner’s guide to end-oflife intimacy: Suggestions for conceptualization and intervention in palliative care. OMEGA-Journal of Death and Dying, 77(1), 15-35. doi: 10.1177/0030222817696540 Owens, O. L., Beer, J. M., Revels, A., & Levkoff, S. (2019). Feasibility of using a video diary methodology with older African Americans living alone. Qualitative Social Work, 18(3), 397-416. doi: 10.1177/1473325017729570 Washington, T. R., Robinson, M. A., Hamler, T. C., & Brown, S. A. (2017). Chronic kidney disease self-management “helps” and hindrances in older African American and White individuals undergoing hemodialysis: A brief report. Journal of Nephrology Social Work, 41(1), 19-22. Washington, T., & Tachman, J. (2018). Student-delivered caregiver respite: A community-university part-nership pilot program [Supplement material: Program abstracts from the 21st International Association of Gerontology and Geriatrics (IAGG) World Congress]. Innovation in Aging, 1(Issue suppl_1), 1033. doi: 10.1093/geroni/igx004.3764

“Injustice anywhere is a threat to justice everywhere.” — Martin Luther King, Jr. BEHAVIORAL HEALTH Allen, J. L., & Mowbray, O. (2016). Sexual orientation, treatment utilization and barriers for alcohol related problems: Findings from a nationally representative sample. Drug and Alcohol Dependence, 161(1), 323-330. doi: 10.1016/j.drugalcdep.2016.02.025 Briggs, H. E., Miller, S. E., & Campbell, R. D. (2014). Introduction: Disparity inducing social determinants of behavioral health: Future directions through best practices in mental health. [Special issue on social determinants of behavioral health]. Best Practices in Mental Health, 10(2), xi-xvii. Brockelman, K., & Scheyett, A. (2015). Faculty perceptions of accommodations, strategies, and psychiatric advance directives for university students with mental illnesses. Psychiatric Rehabilitation Journal, 38(4), 342-348. doi: 10.1037/prj0000143 Friesen, B., Koroloff, N. M.,Walker, J., & Briggs, H. E. (2011). Introduction: Family and youth voice in systems of care [Special edition]. Best Practices in Mental Health, 7(1), viiii-xi. Flanagan, M., & Briggs, H. E. (2016). Substance abuse recovery among homeless adults in Atlanta, Georgia, and a multilevel drug abuse resiliency tool. Best Practices in Mental Health, 12(1), 89-109. Glass, J. E., Mowbray, O., Link, B., Kristjansson, S., & Bucholz, K. (2013). Alcohol stigma and persistence of alcohol and other psychotic disorders: A modified labeling approach. Drug and Alcohol Dependence, 133 (2), 685-692.

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Social Justice - Relevant Faculty Publications Kim, Y. J., Boyas, J. F., Lee, K. H., & Jun, J. S. (2019). Suicidality among homeless people: Examining the mediating effects of self-efficacy and depression between PTSD and suicide ideation and attempt. Journal of Human Behavior in the Social Environment. Advance online publication. doi:10.1080/109113 59.2019.1639579 Miller, K. M., Briggs, H. E., Elkins, J., Kim, I., & Mowbray, O. (2018). Physical abuse and adolescent sexual behaviors: Moderating effects of mental health disorders and substance use. Journal of Child and Adolescent Trauma. Advance online publication. doi: 0.1007/s40653-018-0221-0 Mowbray, O., Perron, B. E., Bonhert, A., & Krentzman, A. (2011). Service use and barriers to care among heroin users: Results from a national survey. The American Journal of Drug and Alcohol Abuse, 36(6), 305-310. doi: 10.3109/00952990.2010.503824 O’Shields, J., Purser, G., Mowbray, O., & Grinell-Davis, C. (2017). Symptom profiles of major depressive disorder and their correlates among a nationally representative sample. Social Work Research, 41(3), 145-153. doi: 10.1093/swr/svx013 Perron, B. E., Mowbray, O., Bier, S., Vaughn, M. G., Krentzman, A., & Howard, M. O. (2011). Service se and treatment barriers among inhalant users. Journal of Psychoactive Drugs, 43(1), 69-75. doi: 10.1080/02791072.2011.566504 Quinn, A., Ji, P., & Nackerud, L. (2019). Predictors of secondary traumatic stress among social workers: Supervision, income, and caseload size. Journal of Social Work, 19(4), 504–528. doi:10.1177%2F1468017318762450 Scheyett, A., Bayakly, R., & Whitaker, M. (2019). Characteristics and contextual stressors in farmer and agricultural worker suicides in Georgia from 2008–2015. Journal of Rural Mental Health. Advance online publication. doi: 10.1037/rmh0000114 Scheyett, A., Kim, M., Swanson, J., Swartz, M., Elbogen, E., Van Dorn, R., & Ferron, J. (2009). Autonomy and the use of directive intervention in the treatment of individuals with serious mental illnesses: A survey of social work practitioners. Social Work in Mental Health, 7(4), 283-306. doi: 10.1080/15332980802051979 Whitley, R., & Campbell, R. D. (2014) Stigma, agency and recovery amongst people with severe mental illness. Social Science and Medicine, 107, 1-8. doi: 10.1016/j.socscimed.2014.02.010

BEHAVIORAL HEALTH AND RACE Boyas, J. F., Marsiglia, F. F., & Villarreal-Otálora, T. (in press). Alcohol use among Latinx early adolescents: Exploring the role of family. Journal of Alcohol and Drug Education. Boyas, J. F., Kim, Y. J., Villarreal-Otálora, T., & Sink, J. K. (2019). Suicide ideation among Latinx adolescents: A mediation analysis of parental monitoring and intrinsic religiosity. Children and Youth Services Review, 102(C), 177-185. doi: 10.1016/j.childyouth.2019.04.026 Brave Heart, M. Y. H., Chase, J., Elkins, J., & Altschul, D. (2011). Historical trauma among Indigenous Peoples of the Americas: Concepts, research and clinical considerations. Journal of Psychoactive Drugs, 43(4), 282-290. doi: 10.1080/02791072.2011.628913 Briggs, H. E. (2014). Editorial: What do we really know about the role and impact of culture as a social determinant of mental health? [Special issue on social determinants of behavioral health]. Best Practices in Mental Health, 10(2), 96-99. Briggs, H .E., Banks, L., & Briggs, A. C. (2014). Increasing knowledge and mental health service use among African Americans through evidence-based practice and cultural injection vector engagement practice approaches. [Special issue on social determinants of behavioral health]. Best Practices in Mental Health, 10(2), 1-14. Briggs, H. E., & McBeath, B. (2010). Infusing culture into practice: Developing and implementing evidence-based mental health services for African American youth. Child Welfare. 89(1), 31-60. Briggs, H. E., Briggs, A. C.,*Miller, K. M., & Paulson, R. (*co-second author) (2011). Combating persistent cultural incompetence in mental health care systems serving African Americans. Best Practices in Mental Health, 2(July), 1-25. Campbell, R. D. & Allen, J. L. (2019). "Just fighting my way through...": Four narratives on what it means to be Black, male, and depressed. Social Work in Mental Health, 17(5), 589-614). doi: 10.1080/15332985.2019.1603744. Campbell, R. D. (2017). “We pride ourselves on being strong…and able to bear a lot”: The importance of examining the socio-cultural context of Black Americans’ experiences with depression, help-seeking, and service use. Advances in Social Work, 18(2), 663- 681. doi: 10.18060/21235 SOCIAL JUSTICE WANTED 2019-2020

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Social Justice - Relevant Faculty Publications Campbell, R. D., & Long, L. A. (2014). Culture as a social determinant of mental and behavioral health: A look at culturally-shaped beliefs and the impact on help-seeking behaviors and service use patterns of Black Americans with depression. Best Practices in Mental Health: Special Issue on Social Determinants of Behavioral Health, 10(2), 48-62. Campbell, R. D., & Mowbray, O. (2016). The stigma of depression: Black American experiences. Journal of Ethnic and Cultural Diversity in Social Work, 25(4), 253-269. doi: 10.1080/15313204.2016.1187101 Cheng, T. C., & Robinson, M. A. (2013). Factors leading African Americans and Caribbean Blacks to use social work services for treating mental and substance use disorders. Health & Social Work, 38(2), 99-109. Elkins, J., Miller, K. M., Briggs, H., Kim, I., Mowbray, O., & Orellana, R. (2019). Associations between adverse childood experiences, major depressive episode and chronic physical health outcomes in adolescents: Moderation of race/ethnicity. Social Work in Public Health. Advance online publication. doi:10.1080/19371918.2019.1617216 Elkins, J., Briggs, H. E., Miller, K. M., Kim, I., Orellana, R., & Mowbray, O. (2018). Racial/Ethnic differences in the impact of adverse childhood experiences on posttraumatic stress disorder in a nationally representative sample of adolescents. Child and Adolescent Social Work Journal. Advance online publication. doi: 10.1007/s10560-018-0585-x Littleton, T., Lee, M., & Cornelius, L. J. (2018). Analyzing the problem: Disparities in behavioral and mental health for people of color and Latinos. In C. Moniz and S. Gorin (Eds.), Health care policy and practice. A biopsychosocial perspective (Chapter 8). New York: Oxford University Press. Mowbray, O., Campbell, R. D., Kim, I., & Scott, J. A. (2017). Quitting mental health treatment services among racial and ethnic groups of Americans with depression. Journal of Behavioral Health and Services Research. doi: 10.1007/ s11414-017-9560-0

“There is no trust more sacred than the one the world holds with children. There is no duty more important than ensuring that their rights are respected, that their welfare is protected, that their lives are free from fear and want and that they can grow up in peace.” — Kofi Annan

Perron, B. E., Mowbray, O., Glass, J. E., Delva, J., & Howard, M. O. (2009). Differences in service utilization and barriers among African Americans, Hispanics, and Caucasians with drug use disorders. Substance Abuse, Treatment, Prevention and Policy, 4(3). doi: 10.1186/1747597X-4-3 Villarreal-Otálora, T., Jennings, P., & Mowbray, O. (2019). Clinical interventions to reduce suicidal behaviors in Hispanic adolescents: A scoping review. Research on Social Work Practice. Advance online publication. doi: 10.1177/1049731519832100

CHILD WELFARE Briggs, H. E., & Hoyt, K. Y. (2019, July). Child welfare. In K. J. Conron & B. D. M. Wilson (Eds.), A Research agenda to reduce system involvement and promote positive outcomes with LGBTQ youth of color impacted by the child welfare and juvenile justice systems (pp. 45-51). Los Angeles, CA: The Williams Institute. Available at https://williamsinstitute.law.ucla.edu/wp-content/uploads/LGBTQ-Youth-of-ColorJuly-2019-3.pdf. Briggs, H. E., Kim, I., Mowbray, O., Orellana, E. R., & Elkins, J. (2018). Trusting and dependable relationships as social capital among African American youth. Journal of Substance Use, 23(6), 557-562. doi: 10.1080/14659891.2018.1451565 Briggs, H. E., & McBeath, B. (2019). Transforming administration and management through blending science, community voice, family and consumer participation: A case example of diffusing empirically supported interventions and evidence based practice to child welfare systems serving African American foster youth. In H.E. Briggs, V. G. Briggs, & A. C. Briggs (Eds.), Integrative practice in and for larger systems: Transforming people, organizations, and communities (pp. 332-348). New York: Oxford University Press. Colvin, M. L., & Miller, S. E. (2018). Serving clients and the community better: A mixed‐methods analysis of benefits experienced when organizations collaborate in child welfare. Child and Family Social Work, 23(4), 666-675. doi:10.1111/cfs.12462. Colvin, M. L., Thompson, H. M., & Miller, S. E. (2017). Comparing child maltreatment prevention and service delivery at the community-level of prac¬tice: A mixed-methods network analysis. Human Service Organizations: Management, Leadership & Governance, 42(3), 327-344. doi: 10.1080/23303131.2017.1392389 Elkins, J. (2018). Long-term behavioral outcomes in sexually abused boys: The influence of family and peer context, Journal of Public Child Welfare, 12(1), 1-22

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Social Justice - Relevant Faculty Publications Fusco, R. A. (in press). Sleep in young adults: Comparing foster care alumni to a low-income sample. Journal of Child and Family Studies. Fusco, R. A. (in press). Child welfare-involved mothers who use drugs: Are they receiving strengths-based services? Journal of Family Issues. Fusco, R. A., & Kulkarni, S. J. (2018). "Bedtime is when bad stuff happens": Sleep problems in foster care alumni. Children and Youth Services Review, 95, 42-48. doi: 10.1016/j.childyouth.2018.10.024 Huggins-Hoyt, K., Briggs, H. E., Mowbray, O., Allen, J. L. (2019). Privatization, racial disproportionality and disparity in child welfare: Outcomes for foster children of color. Children and Youth Services Review, 99, 125-131. doi: 10.1016/j.childyouth.2019.01.041 Huggins-Hoyt, K. Y., Mowbray, O., Briggs, H. E., Allen, J. L. (2019). Private vs public child welfare systems: A comparative analysis of national safety outcome performance. Child Abuse & Neglect. Advance online publication. doi:10.1016/j.chiabu.2019.104024 Jonson-Reid, M., Dunnigan, A., & Ryan, J. (2018). Foster care and juvenile justice systems: Crossover and integration of services. In E. Trejos-Castillo, & N. Trevino-Schafer (Eds.), Handbook of foster youth (pp. 456-472). New York, NY: Routledge. Lanier, P., Dunnigan, A., & Kohl, P. (2018). Impact of pathways triple P on pediatric health-related quality of life in maltreated children. Journal of Developmental & Behavioral Pediatrics, 39(9), 701-708. doi: 10.1097/DBP.0000000000000608 Mowbray, O., Campbell, R. D., Kim, I., & Scott, J. A. (2018). Quitting mental health treatment services among racial and ethnic groups of Americans with depression. Journal of Behavioral Health and Services Research, 45(2), 269-279. doi: 10.1007/s11414-017-9560-0 Mowbray, O., Jennings, P. F., Littleton, T., Grinnell-Davis, C., & O’Shields, J. (2018). Caregiver depression and trajectories of behavioral health among child welfare involved youth. Child Abuse and Neglect, 79, 445- 453. doi: 10.1016/j.chiabu.2018.03.001 Mowbray, O., Ryan, J. P., Victor, B. G., Bushman, Yochum, C. & Perron, B. E. (2017). Longitudinal trends in substance use and mental health service needs in child welfare. Children and Youth Services Review, 73, 1-8. doi: 10.1016/j.childyouth.2016.11.029 Mowbray, O., Victor, B. G., Ryan, J. P., Moore, A., & Perron, B. E. (2017). Parental substance use and foster care re-entry. Journal of Social Work Practice in the Addictions, 17(4), 352-373. doi: 10.1080/1533256X.2017.1361832 Ryan, J. P., Perron, B. E., Moore, A., Victor, B. G., & Mowbray, O. (2017). Recovery coaches and the stability of reunification for substance abusing families in child welfare. Children and Youth Services Review, 70, 357-363. doi: 10.1016/j.childyouth.2016.10.002 Wells, S., Merritt, L. M., & Briggs, H. E. (2009). Bias, racism, and evidence-based practice: The case for more focused development of the child welfare evidence base. Children and Youth Services Review, 33(11), 1160-1171. doi: 10.1016/j.childyouth.2009.09.002

CIVIL AND HUMAN RIGHTS Bent-Goodley, T., & Hopps, J. G. (Eds.). (2017). Social justice and civil rights [Special edition]. Social Work, 62(1), doi: 10.1093/sw/ sww081 Cornelius, L. (2018). Personal reflections of a social justice warrior. Social Work, 63, 189. Cornelius, L. J. (2019). Is practicing civility enough during times of strife: A reminder of Social Work's central calling. New Social Worker. https://www.socialworker.com/feature-articles/practice/is-practicing-civility-enough-during-times-of-strife-social-work-central-calling/ Critelli, F. M., & McPherson, J. (2019). Women, trauma, and human rights. In L. D. Butler, F. M. Critelli, & J. Carello, (Eds.), Trauma & human rights: Integrating approaches to address human suffering (pp. 151-177). London, UK: Palgrave McMillan. Greeno, E, Shdaimah, C. & Cornelius, L. J. (2014). Meeting the civil legal needs of low-income Marylanders: An evaluation of a Judicare pilot. Journal of Policy Practice, 13(2), 65-84. doi: 10.1080/15588742.2013.855888 Jones-Eversley, S., Adedoyin, A. C., Robinson, M. A., & Moore, S. E. (2017). Protesting Black inequality: A commentary on the civil rights movement and Black Lives Matter. Journal of Community Practice, 25(3-4), 309-324. doi: 10.1080/10705422.2017.1367343 Mapp, S., McPherson, J., Androff, D.A., & Gatenio Gabel, S. (2019). Social work is a human rights profession. Social Work, 64(3), 259-269. doi:10.1093/sw/swz023 SOCIAL JUSTICE WANTED 2019-2020

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Social Justice - Relevant Faculty Publications McPherson, J. (2018.). Exceptional and necessary: Practicing rights-based social work in the United States. Journal of Human Rights and Social Work, 3 (2), 89-98. doi: 10.1007/s41134-018-0051-x McPherson, J., & Abell, N. (2012). Human rights engagement and exposure: New scales to challenge social work education. Research on Social Work Practice, 22(6), 704-713. doi: 10.1177/1049731512454196 McPherson, J., & Cheatham, L. P. (2015). One million bones: Measuring the effect of human rights participation in the social work classroom. Journal of Social Work Education, 51(1), 47-57. doi: 10.1080/10437797.2015.977130 McPherson, J., & Libal, K. (2019). Human rights education in U.S. social work: Is the mandate reaching the field? Journal of Human Rights, 18(3), 308-324. doi:10.1080/14754835.2019.1617119 McPherson, J., & Mazza, N. (2014). Using arts activism and poetry to catalyze human rights ngagement and reflection. Social Work Education: The International Journal, 33(7), 944-958. doi: 10.1080/02615479.2014.885008

“If you tremble with indignation at every injustice then you are a comrade of mine.” — Ernesto Che Guevara

McPherson, J. (2017). Article 25 changed my life: How the Universal Declaration of Human Rights reframed my social work practice. Reflections: Narratives of Professional Helping, 22(2), 23-27. McPherson, J., Siebert, C.F., & Siebert, D.C. (2017). Measuring rights-based perspective: A validation of the Human Rights Lens in Social Work scale. Journal of the Society for Social Work Research, 8(2), 233-257. doi: 10.1086/692017 McPherson, J., Villarreal-Otálora, T., & Kobe, D. (in press.). Injustice in their midst: Social work students' awareness of immigration-based discrimination in higher education. Journal of Social Work Education. Rossiter. E., & McPherson, J. (2019). A rights-based approach to social work in jails. Journal of Human Rights and Social Work, 4(2), 108-115. doi:10.1007/s41134-018-0080-5

CIVIL AND HUMAN RIGHTS, INTERNATIONAL Cubillos Vega, C., Ferrán Aranaz, M., & McPherson, J. (2018). Bringing human rights to social work: Validating culturally-appropriate instruments to measure rights-based practice in Spain. International Social Work. doi: 10.1177/0020872818777799 Katiuzhinsky, A., & Okech, D. (2014). Human rights, cultural practices, and state policies: Implications for global social work practice and policy. International Journal of Social Welfare, 23(1), 80-88. doi: 10.1111/ijsw.12002 McPherson, J., Cubillos Vega, C., & Tang, I-C. (2019). Translating human rights: Creating culturally-specific human rights measures for social work in Spain, Taiwan, and the U.S. International Social Work, 62, 944-949. doi:10.1177/0020872818755864 McPherson, J. (2015). Human rights practice in social work: A U.S. social worker looks to Brazil for leadership. European Journal of Social Work, 18(4), 599-612. doi: 10.1080/13691457.2014.947245 Pezerović, A., McPherson, J., & Milić Babić, M. (in press). Hearing the voices of refugee parents: How do they evaluate the quality of humanitarian assistance in Bulgaria? Social Issues.

CRIMINAL JUSTICE Lize, S., Scheyett, A., Morgan, C., Proscholdbell, S., & Norwood, T. (2015). Violent death rates and risk for released prisoners in North Carolina. Violence and Victims, 30, 1019-1036. doi: 10.1891/0886-6708.VV-D-13-00137 Pettus-Davis, C., Dunnigan, A., Veeh, C. A., Howard, M. O., & Scheyett, A. M. (2017). Enhancing social support postincarceration: Result from a pilot randomized controlled trial. Journal of Clinical Psychology, 73(10), 1226-1246. doi: 10.1002/jclp.22442

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Social Justice - Relevant Faculty Publications Pettus-Davis, C., Howard, M., Dunnigan, A., Scheyett, A., & Roberts-Lewis, A. (2015). Using randomized controlled trials to evaluate social support interventions for prisoners and their loved ones: Challenges and recommendations. Research on Social Work Practice, 26(1), 35-43. doi: 10.1177/1049731515579203 Pettus-Davis, C., Lewis, M., & Scheyett, A. (2014). Is positive social support available to re-entering prisoners? It depends on who you ask. Journal of Forensic Social Work, 4, 2-28. doi: 10.1080/1936928X.2014.893549 Scheyett, A., Morgan, C., Lize, S., Proescholdbell, S., Norwood, T., & Edwards, D. (2013). Violent death among recently released prison inmates: Stories behind the numbers. Journal of Forensic Social Work, 3(1), 69-86. doi: 10.1080/1936928X.2013.837419 Shdaimah, C., Bryant, V., Sander, R. L., & Cornelius, L. J. (2011). Knocking on the door: Juvenile and family courts as a forum for facilitating school attendance and decreasing truancy. Juvenile and Family Court Journal, 62(4), 1-18. doi: 10.1111/j.1755-6988.2011.01065.x

CRIMINAL JUSTICE AND BEHAVIORAL HEALTH Cuddeback, G., Pettus-Davis, C., & Scheyett, A. (2011). Consumers’ perceptions on forensic assertive community treatment (FACT). Psychiatric Rehabilitation Journal, 35(2), 101-109. doi: 10.2975/35.2.2011.101.109. Crawford, K., & Scheyett, A. (in press). The death penalty for persons with serious mental illnesses. In L. Ricciardelli (Ed.), Social work, criminal justice, & the death penalty: A social justice perspective. NY: Oxford University Press. Scheyett, A., Vaughn, J., & Francis, A. (2010). Jail administrators’ perceptions of the use of psychiatric advance directives in jails. Psychiatric Services. 61(4), 409-411. doi: 10.1176/ps.2010.61.4.409 Scheyett, A., Vaughn, J., & Taylor, M. F. (2009). Screening and access to services for individuals with serious mental illnesses in jails. Community Mental Health Journal, 45, 439-446. doi: 10.1007/s10597-009-9204-9 Scheyett, A., Vaughn, J., Taylor, M. F., & Parish, S. (2009). Are we there yet? Screening processes for intellectual and developmental disabilities in jail settings. Intellectual and Developmental Disabilities, 47(1), 13-23. doi: 10.1352/2009.47:13-23 Taylor, M., Scheyett, A., & Vaughn, J. (2010). Experiences of consumers with mental illnesses and their families during and after incarceration in county jails: Lessons for policy change. Journal of Policy Practice, 9(1), 54-64. doi: 10.1080/15588740903389723 Valera, P., Boyas, J. F. (2019). Perceived social ties and mental health among formerly incarcerated men in New York City. International Journal of Offender Therapy and Comparative Criminology, 63(10), 1843-1860. doi: 10.1177/0306624X19832239 Veeh, C., Pettus-Davis, C. Tripodi, S., & Scheyett, A. (2018). The interaction of serious mental disorder and race on time to reincarceration. American Journal of Orthopsychiatry, 88, 125-135. doi: 10.1037/ort0000183

CRIMINAL JUSTICE AND GENDER Briggs, H. E., Bank, L., & Briggs, A. C. (2014). Behavioral health and social-cultural determinants of corrections involvement among vulnerable African American females: Historical and contemporary themes. Journal of Forensic Social Work, 4(3), 176-202. doi:10.1080/1936 928X.2014.999851 Fogel, C., Gelaude, D., Carry, M., Herbst, J., Parker, S., Scheyett, A., & Neevel, A. (2014). Context of risk for HIV and sexually transmitted infections among incarcerated women in the South: Individual, interpersonal, and societal factors. Women and Health, 54(8), 694-711. doi: 10.1080/03630242.2014.932888 Scheyett, A., & Pettus-Davis, C. (2013). “Let momma take ‘em”: Portrayals of women supporting male former prisoners. International Journal of Offender Therapy and Comparative Criminology, 57, 578-591. doi: 10.1177/0306624X12438367

CRIMINAL JUSTICE AND HEALTH Haley, D. F., Golin, C. E., Farel, C. E., Wohl, D. A., Scheyett, A., Garrett, J. J., Rosen, D. L., & Parker, S. D. (2014). Multilevel challenges to engagement in HIV care after prison release: A theory-informed qualitative study comparing prisoners' perspectives before and after community reentry. BMC Public Health, 14, 1253-1265. doi: 10.1186/1471-2458-14-1253

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Social Justice - Relevant Faculty Publications Pettus-Davis, C., Scheyett, A., Haley, D., Golin, C., & Wohl, D. (2009). From the “streets” to “normal life”: Assessing the role of social support in release planning for HIV positive and substance-involved prisoners. Journal of Offender Rehabilitation, 48(5), 367-387. doi: 10.1080/10509670902979447

CRIMINAL JUSTICE AND RACE Adedoyin, C., Robinson, M. A., Clayton, D. M., Moore, S., Jones-Eversley, S., Crosby, S., & Boamah, D. A. (2018). A synergy of contemporary activism to address police maltreatment of Black males: An intersectional analysis. Journal of Human Behavior in the Social Environment, 28(8), 1078-1090. doi: 10.1080/10911359.2018.1513886 Moore, S. E., Adedoyin, C., Brooks, M., Robinson, M. A., Harmon, D. K., & Boamah, D. A. (2017). Black males living in an antithetical police culture: Keys for their survival. Journal of Aggression, Maltreatment, and Trauma, 26(8), 902-919. doi: 10.1080/10926771.2017.1295411 Moore, S. E., Adedoyin, C. A., & Robinson, M. A. (Eds.). (2018). Police and the unarmed Black male crisis: Advancing effective prevention strategies. New York, NY: Routledge. Moore, S. E., Adedoyin, C. A., & Robinson, M. A. (2018). Introduction–A discourse on police shooting of unarmed Black males: Advancing novel prevention and intervention strategies. In S. E. Moore, C. A. Adedoyin, & M. A. Robinson (Eds.), Police and the unarmed Black male crisis: Advancing effective prevention strategies. New York, NY: Routledge. Moore, S. E., Robinson, M. A., & Adedoyin, C. A. (2018). Hands up—Don’t shoot: Police shooting of young Black males: Implications for social work and human services, In S. E. Moore, C. A. Adedoyin, & M. A. Robinson (Eds.), Police and the unarmed Black male crisis: Advancing effective prevention strategies. New York, NY: Routledge.

“There is no greater tyranny than that which is perpetrated under the shield of the law and in the name of justice.” — Montesquieu

Moore, S. E., Robinson, M. A., & Adedoyin, C. (2016). Introduction to the special issue on police shooting of unarmed African American males: Implications for the individual, family, and the community. Journal of Human Behavior in the Social Environment, 26(3-4), 247-250. doi: 10.1080/10911359.2016.1139995 Adedoyin, A. C., Moore, S. E., Robinson, M. A., Clayton, D., Boamah, D., & Harmon, D. K.  (2019). The dehumanization of Black males by police: Teaching social justice - Black life really does matter! Journal of Teaching in Social Work, 39(2), 111-131. doi: 10.1080/08841233.20 19.1586807 Moore, S. E., Robinson, M. A., Clayton, D., Boamah, D., & Adedoyin, C. (2018). A critical race perspective of police shooting of unarmed black males in the USA: Implications for social work. Urban Social Work, 2(1), 33-47. doi:10.1891/2474-8684.2.1.33 Robinson, M. A. (2017). Black bodies on the ground: Policing disparities in the African American community—An analysis of newsprint from January 1, 2015, through December 31, 2015. Journal of Black Studies, 48(6), 551-571. doi: 10.1177/0021934717702134

CULTURAL COMPETENCE Briggs, H. E. (2009). The fusion of culture and science: challenges and controversies of cultural competency and evidence-based practice with family advocacy organizations. Children and Youth Services Review, 33(11), 1172-1179. doi: 10.1016/j.childyouth.2009.09.001 Briggs, H. E., Briggs, A. C., DeGruy, J., & Kiam, R. (2019). Infusing culture into integrative practice in and for larger systems. In H. E. Briggs, V. G. Briggs, & A. C. Briggs (Eds.), Integrative practice in and for larger systems: transforming people, organizations, and communities (pp. 102-126). New York, NY: Oxford University Press. Campbell, R. D. (2016). Rethinking culturally competent social work practice in health care settings. National Association of Social Workers Health Section Newsletter, Spring/Summer 2016. Robinson, M. A., Cross-Denny, B., Lee, K. K., Werkmeister, L., & Yamada, A. M. (2016). Teaching note—Teaching intersectionality: Transforming cultural competence content in social work education. Journal of Social Work Education, 52(4), 509-517. doi: 10.1080/10437797.2016.1198297

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Social Justice - Relevant Faculty Publications Wells, S., & Briggs, H. E. (2009). Cultural competence and evidence-based practice: Best friends, strangers, or arch rivals? Introduction. Children and Youth Service Review, 33(11), 1147-1149. doi: 10.1016/j.childyouth.2009.08.014

ETHICS Reeves, P. M. (2018). Methodological and ethical issues in conducting focus groups with adolescents [Abstracts, oral presentations for Qualitative Health Research Conference, 2017]. International Journal of Qualitative Methods, 17(1). doi: 10.1177/1609406917748701

GENDER Brave Heart, M. Y. H., Chase, J., Elkins, J., Nanez, J., & Martin, J. (2016). Women finding the way: American Indian women leading intervention research in Native communities. American Indian and Alaska Native Mental Health Research, 23(3), 24-47. doi: 10.5820/ aian.2303.2016.24 Brave Heart, M. Y. H., Elkins, J., Tafoya, G., Bird, D., & Salvador, M. (2012). Wicasa was’aka: Restoring the traditional strength of American Indian males. American Journal of Public Health, 102(S2), S177-S183. doi: 10.2105/AJPH.2011.300511 Critelli, F. M., & McPherson, J. (2019). Women, trauma, and human rights. In L. D. Butler, F. M. Critelli, & J. Carello, (Eds.), Trauma & human rights: Integrating approaches to address human suffering (pp. 151-177). London, UK: Palgrave McMillan. Simpson G. M., & Cornelius, L. J. (2009). Overlooking African American males: A qualitative perspective of urban African American grandmother caregivers’ reliance on family members. Journal of Human Behavior and Social Environment 5(1), 149-170. doi: 10.1300/ J137v15n01_08

GENDER AND BEHAVIORAL HEALTH Elkins, J. (2017). Long-term behavioral outcomes in sexually abused boys: The influence of family and peer context. Journal of Public Child Welfare, 12(1), 1-22. doi: 10.1080/15548732.2017.1298490 Elkins, J., Crawford, K., & Briggs, H. E. (2017). Male survivors of sexual abuse: Becoming gender sensitive and trauma informed. Advances in Social Work, 18(1), 116-130. doi: 10.18060/21301 Gary, F. A., Yarandi, H., Hassan, M., Killion, C., Ncube, M., Still, C., & Hopps, J. G. (2019). A power conundrum: Black women and their sexual partners in the Midwest. Issues in Mental Health Nursing, 40(5), 431-436. doi: 10.1080/01612840.2018.1547804 Louison, L., Green, S., Bunch, S., & Scheyett, A. (2009). The problem no one wants to see: Mental illness and substance among women of reproductive age in North Carolina. NC Medical Journal, 7, 454-458.

GENDER AND VIOLENCE Choi, Y. J. (2015). Determinants of clergy behaviors promoting safety of battered Korean immigrant women. Violence Against Women, 21(3), 394-415. doi: 10.1177/1077801214568029 Choi, Y. J. (2015). Korean American clergy practices regarding intimate partner violence: Roadblock or support for battered women. Journal of Family Violence, 30(3), 293-302. doi: 10.1007/s10896-015-9675-0 Rai, A., & Choi, Y. J. (2018). Socio-cultural risk factors impacting domestic violence among South Asian immigrant women: A scoping review. Aggression and Violent Behavior, 38, 76-85. doi: 10.1016/j.avb.2017.12.001 Reeves, P. M. (2018). From romance to violence: An interview study of female high school seniors with a long trajectory of dating aggression [Abstracts, oral presentations for Qualitative Health Research Conference, 2017]. International Journal of Qualitative Methods, 17(1). doi: 10.1177/1609406917748701

HEALTH McDonnell, K. K., Owens, O. L., Beer, J. M., Smith, K., Kennedy, T., Acena, D., & Gallerani, D. (2019). Empowering lung cancer survivors and family members to "breathe easier": Adaptation and evaluation of a mhealth intervention. Journal of Clinical Oncology, 37(Suppl. 15), e23046-e23046. doi: 10.1200/JCO.2019.37.15_supple23046 SOCIAL JUSTICE WANTED 2019-2020

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Social Justice - Relevant Faculty Publications Sam-Agudu, N. A, Pharr, J. R., Bruno, T., Cross, C. L., Cornelius, L. J., Okonkwo, P., Oyeledun, B., Khamofu, H., Olutola, A., Erekaha, S., Nii, W., Menson, A., & Ezeanolue, E. (2017). Adolescent Coordinated Transition (ACT) to improve health outcomes among young people living with HIV in Nigeria: Study protocol for a randomized controlled trial. Trials, 18(595). doi: 10.1186/s13063-017-2347-z Washington, T. R., Hilliard, T., Mingo, C., Hall, R., Smith, M., & Lea, J. (2018). Organizational readiness to implement the chronic disease self-management program in dialysis facilities. Geriatrics, 3(2), 31. doi: 10.3390/geriatrics3020031 Wooten, N. R., Nallo, B. S., Julious, C. H., Weeks, D., Lee, C., Singleton, T. M., & Cornelius, L. J. (2018). Why are community stakeholders pressing for a call to action to curtail the HIV/AIDS epidemic in the South? Health & Social Work, 43, 253-260. Available at https:// academic.oup.com/hsw/article/43/4/253/5113028.

HEALTH AND GENDER Choi, Y. J., Langhorst, D., Meshberg-Cohen, S., & Svikis, D. (2011). Adapting an HIV/STDs prevention curriculum to fit the needs of women with alcohol problems. Journal of Social Work Practice in the Addictions, 11(4), 352-374. doi: 10.1080/1533256X.2011.619938 Cornelius, L. J., Erekaha, S., Okundaye, J. N., & Sam-Agudu, N. (2018). A socio-ecological examination of treatment access, uptake and adherence issues encountered by HIV-positive women in rural North Central Nigeria. Journal of Evidence Informed Social Work 15(1), 38-51. doi: 10.1080/23761407.2017.1397580

“America’s health care system is neither healthy, caring, nor a system.” — Walter Cronkite Hawkins, J., Campbell, R. D., & Graham, C. (2019). Diabetes health disparities in men: A brief review of the influence of gender on the onset and progression of diabetes in men and implications for interventions and practice. In D. M. Griffith, M. A. Bruce, & R. J. Thrope, Jr. (Eds.), Men’s health equity: A Handbook. (pp. 330-340). New York, NY: Routledge. Langhorst, D., Choi, Y. J., Keyser-Marcus, L., & Svikis, D. (2012). Reducing sexual risk behaviors for HIV/STDs in women with alcohol use disorders. Research on Social Work Practice, 22(4), 367-379. doi: 10.1177/1049731512441683 Odiachi, A., Erekaha, S., Cornelius, L. J., Isah, C., Ramadhani, H. O., Rapoport, L. & Sam-Agudu, R. A. (2018). HIV status disclosure to male partners among rural Nigerian women along the prevention of mother-to-child trasmission of HIV cascade: A mixed methods study. Reproductive Health, 15(36). doi:10.1186/s12978-018-0474-y Sam-Agudu, N. A., Odiachi, A., Bathnna, M. J., Ekwueme, C. N., Nwanne, G., Iwu, E. N., & Cornelius, L. J. (2018). “They do not see us as one of them”: A qualitative exploration of mentor mothers’ working relationships with healthcare workers in rural north-central Nigeria. Human Resources for Health, 16(1), 47. doi: 10.1186/s12960-018-0313-9 Sam-Agudu, N. A., Isah, C., Fan-Osuala, C., Erekaha, S., Ramadhani, H. O., Anaba, L., Adeyemi, O., Manji-Obadiah, G., Lee, D., Cornelius, L. J., & Charurat, M. (2017). Correlates of facility delivery for rural HIV-positive pregnant women enrolled in the MoMent Nigeria Prospective Cohort Study. BMC Pregnancy and Childbirth 17:227. doi: 10.1186/s12884-017-1417-2 Wall-Bassett, E., Robinson, M. A., & Knight, S. (2014). Food related behaviors of women in substance abuse recovery: A photo-elicitation study. Journal of Human Behavior in the Social Environment. 21(8), 951-965. doi: 10.1080/10911359.2014.923359 Wall-Bassett, E. D., Robinson, M. A., & Knight, S. (2017). “Moving toward healthy”: Insights into food choices of mothers in residential recovery. Global Qualitative Nursing Research, 3. doi:10.1177/2333393616680902 Yates, H. T., Choi, Y. J., & Beauchemin, J. (in press). It's not just us...we ain't doing it alone: Development of the Solution Focused Wellness for HIV (SFWH) intervention for women. Families in Society. Advance online publication. doi:10.1177/1044389419856749

HEALTH AND RACE An, S. O., Choi, Y. J., Lee, H. Y., Yoon, Y. J., & Platt, M. (2018). Predictors of breast cancer screening among Korean American women: Is having an annual checkup critical? Asian Pacific Journal of Cancer Prevention, 19(5), 1281-1286. doi: 10.22034/APJCP.2018.19.5.1281 Campbell, R. D. (in press). Revisiting African American idioms of distress: Are we speaking the same mental health language? Health & Social Work.

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Social Justice - Relevant Faculty Publications Valera, P., Boyas, J. F., Bernal, C., Chiongbian, V., Chang, Y., & Shelton, R. (2018). A validation of the group-based medical mistrust scale in formerly incarcerated Black and Latino men. American Journal of Men's Health, 12(4), 844-850. doi:10.1177/1557988316645152 Cornelius, L. J., & Hamilton-Mason, J. (2009). Enduring Issues of HIV/AIDS for people of color: What Is the roadmap ahead? Health and Social Work, 34(4), 243-246. doi:10.1093/hsw/34.4.243 Erekaha, S.C., Cornelius, L. J., Bessaha, M.L., Ibrahim, A., Adeyemo, G. D., Fadare, M., Charurat, M., Ezeanolue, E. E., & Sam-Agudu, N. A. (2018). Exploring the acceptability of Option B plus among HIV-positive Nigerian women engaged and not engaged in the prevention of mother-to-child transmission of HIV cascade: A qualitative study. SAHARA-J: Journal of Social Aspects of HIV/AIDS, 15(1), 128-137, doi: 10.1080/17290376.2018.1527245 Hall, R. K., Davenport, C. A., Sims, M., Colon-Emeric, C., Washington, T. R., Russell, J.,. . .Diamantidis, C. J. (2019). Association of functional and structural social support with chronic kidney disease among African Americans: The Jackson Heart Study. BMC Nephrology, 20, Article 262. doi:10.1186/s12882-019-1432-9 Lee, H. Y., Choi, Y. J., Yoon, Y. J., & Oh, J. J. (2018). HPV literacy: The role of English proficiency in Korean American immigrant women. Clinical Journal of Oncology Nursing, 22(3), E64-E70. doi: 10.1188/18.CJON.E64-E70 Odiachi, A., Erekaha, S., Cornelius, L. J., Isah, C., Omari, H. R., & Sam-Agudu, N. A. (2018). HIV status disclosure among expert and non-expert HIV-positive mothers in rural Nigeria: A mixed-methods study. Reproductive Health 2018, 15(36). doi:10.1186/s12978-0180474-y Orpinas, P., Matthew, R., Bermudez, J. M., Alvarez-Hernandez, L., & Calva, A. (in press). A multi-stakeholder evaluation of Lazos Hispanos: An application of a community-based participatory research conceptual model. Journal of Community Psychology. Robinson, M. A., & Cheng, T. C. (2014) Exploring physical health of African Americans: A social determinant model. Journal of Human Behavior in the Social Environment, 24(8), 899-909. doi: 10.1080/10911359.2014.914993 San-Agudu, N., Odiachi, A., Bathmma, M. J., Ekwueme, C. N., Gwanne, G., Iwu, E. N., & Cornelius, L. J. (2018). "They don't see us as one of them": A Qualitative Exploration of Mentor Mothers' Working Relationships with Healthcare Workers in Rural North-Central Nigeria Human Resources for Health. Human Resources for Health. 16(47). Available at https://www.ncbi.nlm.nih.gov/pmc/articles/ PMC6131877/ Sassa, S. K., Choi, Y. J., & Nackerud, L. (2018). Barriers to safe sex behavior change in Zambia: Perspectives from HIV/AIDS psychosocial counselors. Journal of HIV/AIDS & Social Services, 17(4), 274-289. doi: 10.1080/15381501.2018.1519478

HEALTH AND RELIGION Al-Mujtaba, M., Cornelius, L. J., Galadanci, H., Erekaha, S., Okundaye, J. N., Adeyemi, O. A., Sam-Agudu, N. A. (2016). Evaluating religious influences on the utilization of maternal health services among Muslim and Christian women in north-central Nigeria. BioMed Research International, Article ID 3645415. doi: 10.1155/2016/3645415

“We must accept finite disappointment, but never lose infinite hope.” — Martin Luther King, Jr. Dodor, B., Robinson, M. A., Watson, R., Meetze, D., & Whicker, Jr., R (2017). The impact of religiosity on substance abuse and obesity among African Americans. Journal of Religion and Health, 57(4), 1315-1328. doi: 10.1007/s10943-017-0501-2 Choi, Y. J., Orpinas, P., Kim, I., & Kim, J. H. (2018). Korean American clergy: Knowledge, attitudes, self-efficacy, and behaviors about prevention of intimate partner violence. Social Work & Christianity, 45(4), 41-60 Choi, Y. J., Orpinas, P., Kim, I., & Ko, K. S. (2018). Korean clergy for healthy families: Online intervention for preventing intimate partner violence. Global Health Promotion. Advance online publication. doi: 10.1177/1757975917747878.

HUMAN TRAFFICKING Barner, J. R., Okech, D., & Camp, M. A. (2018). “One size does not fit all:” A proposed ecological model for human trafficking intervention [Special issue: Research on human trafficking]. Journal of Evidence-Informed Social Work, 15(2), 137-150. doi: 10.1080/23761407.2017.1420514 SOCIAL JUSTICE WANTED 2019-2020

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Social Justice - Relevant Faculty Publications Barner, J. R, Okech, D., & Camp, M. (2014). Socio-economic inequality, human trafficking, and the global slave trade. Societies, 4(2), 148-160. doi:10.3390/soc4020148 Camp, M. A., Barner, J. R., & Okech, D. (2018). Implications of human trafficking in Asia: A scoping review of aftercare initiatives centered on economic development [Special issue: Research on human trafficking]. Journal of Evidence-Informed Social Work, 15(2), 204-214. doi: 10.1080/23761407.2018.1435326 Lowe, T. B., Okech, D., & Washingon, T. (2018). Preparing to intervene in child trafficking: Interdisciplinary Ghana Study Abroad Program. In S. Chamos (Ed.) Creating successful bridges through study abroad: An international social work and cultural competenct approach (pp. 77-94). Hauppauge, NY: Nova Science Publishers. Okech, D., Hansen, N., Howard, W., Anarfi, J. K., & Burns, A. C. (2018). Social support, dysfunctional coping, and community reintegration as predictors of PTSD among human trafficking survivors. Behavioral Medicine, 44(3), 209-218. doi: 10.1080/08964289.2018.142553 Okech, D., McGarity, S. V., Hansen, N., Burns, A. C., & Howard, W. (2018). Financial capability and sociodemographic factors among survivors of human trafficking [Special issue: Research on human trafficking]. Journal of Evidence-Informed Social Work, 15(2), 123-136. doi: 10.1080/23761407.2017.1419154 Okech, D., Choi, Y. J., Elkins, J., & Burns, A. C. (2018). Seventeen years of human trafficking research in social work: A review of the literature. Journal of Evidence-Informed Social Work, 15(2), 103-122. doi: 10.1080/23761407.2017.1415177 Okech, D., Morreau, W., & Benson, K. (2012). Human trafficking: Improving victim identification and service provision. International Social Work, 55(4), 488-503. doi: 10.1177/0020872811425805 Purser, G., O’Shields, J., & Mowbray, O. (2017). Length and number of homeless episodes as a predictor of survival sex. Journal of Social Service Review, 43(2), 262-269. doi: 10.1080/01488376.2017.1282393

INTERNATIONAL AND IMMIGRATION Barney, R. J., Buckingham, S. L., Friedrich, J. M., Johnson, L., M, Robinson, M. A., & Sar, B. (2010). The President’s emergency plan for AIDS relief (PEPFAR): A social work ethical analysis and recommendations. Journal of Sociology and Social Welfare, 37(1), 9-22. Available at https://www.researchgate.net/publication/287571840_The_President's_Emergency_Plan_for_AIDS_Relief_PEPFAR_A_social_work_ethical_analysis_and_recommendations. Berthold, S. M., & McPherson, J. (2016). Fractured families: U.S. asylum backlog divides parents and children worldwide. Journal of Human Rights and Social Work, 1(2), 78-84. doi: 10.1007/s41134-016-0009-9 Chaumba, J., & Nackerud, L. (2013). Social capital and the integration of Zimbabwean immigrants in the United States. Journal of Immigrant & Refugee Studies, 11(2), 217-220. doi: 10.1080/15562948.2013.775907 Choi, Y. J., Elkins, J., & Disney, L. (2016). A literature review of intimate partner violence in immigrant populations: Engaging the faith community. Aggression & Violent Behavior, 29, 1-9. doi: 10.1016/j.avb.2016.05.004 Lee, H. Y., Choi, Y. J., Yoon, Y. J., & Oh, J. J. (2018). HPV literacy: The role of English proficiency in Korean American immigrant women. Clinical Journal of Oncology Nursing, 22(3), E64-E70. doi: 10.1188/18.CJON.E64-E70 McPherson, J. (2017). Notes from the field: It’s not about love: Brazilian social work celebrates 80 years in the fight for social rights. Societies without Borders: Journal of Human Rights & the Social Sciences, 12(1). Available at https://scholarlycommons.law.case.edu/swb/vol12/iss1/17/ Negi, N. J., Roth, B., Held, M. L., Scott, J., & Boyas, J. F. (2018). Social workers must stand up for immigrant rights: Strategies for action. Social Work, 63(4), 373-376. doi: 10.1093/sw/swy039 Pezerović, A., McPherson, J., & Milić Babić, M. (2019). Hearing the voices of refugee parents: How do they evaluate the quality of humanitarian assistance in Bulgaria? In M. Auferbauer, G. Berc, A. Heimgartner, L. Rihter, & R. Sundby (Eds.), Social development: Ways of understanding society and practising social work. Munich, GERMANY: LIT Verlag. Ricciardelli, L. A., Nackerud, L., Cochrane, K., Sims, I., Crawford, L., & Taylor, D. (2019). A snapshot of immigration court at Stewart Detention Center: How social workers can advocate & advance social justice efforts in the United States. Critical Social Work, 20(1), 46-65. doi:10.22329/csw.v20i1.5960

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Social Justice - Relevant Faculty Publications Risler, E., Kintzle, S., & Nackerud, L. (2015). Haiti and the earthquake: Examining the experience of psychological stress and trauma. Research on Social Work Practice 25(2), 251-256. doi: 10.1177/1049731514530002 Saasa, S., Okech, D., Choi, Y. J., & Nackerud, L. (in press). Impact of social exclusion on the psychological and social wellbeing of African immigrants. Social Work Research. Saasa, S. K., Choi, Y. J., & Nackerud, L. (2018). Barriers to safe-sex behavior change in Zambia: Perspectives from HIV/AIDS psychosocial counselors. Journal of HIV/AIDS & Social Services, 17(4), 274-289. doi:10.1080/15381501.2018.1519478 Sabino, J. N., Gertner, E, Cornelius, L. J., & Salas-Lopez, D. (2013). Bienvenidos: The initial phase of organizational transformation to enhance cross cultural health care delivery in a large health network. The International Journal of Organizational Diversity. 12(4), 25-36. Available at https://pdfs.semanticscholar.org/5367/f179c7a41050ceefa368048f52b47e9514c5.pdf.

POLICY Bae, J., Cho, H., & Caplan, M. A. (2018). Network centrality and performances of social enterprises: Government certified social enterprises in Seoul, South Korea. Asian Social Work and Policy Review, 12(2), 75-85. doi:10.1111/aswp.12140 Caplan, M. A., Ricciardelli, L. (2016). Institutionalizing neoliberalism: 21st century capitalism, market sprawl and social policy in the United States. Poverty and Public Policy, 8(1), 20-38. doi: 10.1002/pop4.128 Granruth, L., Kindle, P., Burford, M., Delavega, E., Peterson, S., & Caplan, M. A. (2018). Changing social work students’ perceptions of the role of government in policy class. Journal of Social Work Education, 54(1), 110-121. doi: 10.1080/10437797.2017.1404524 Leviten-Reid, C., Horel, B., Vassallo, P., Deveaux, F., & Matthew, R. (in press). Strong foundations: Building policy through improved rental housing data. Journal of Rural and Community Development. Nackerud, L. (2019). Social work and the science of climate change. In L. Ginsberg, C. Larrison, L. Nackerud, J. Barner, & L. Ricciardelli (Eds.), Social work and science in the 21st century (pp. 88-114). New York, NY: Oxford University Press. Ricciardelli, L. & Jaskyte, K. (2019). A value-critical analysis of Georgia's beyond a reasonable doubt standard of proof of intellectual disability. In Journal of Disability Policy Studies, 1-9. doi:10.1177/1044207319828404

POVERTY Brooks, F., Gibson, K., & Caplan, M. A. (2018). TANF leavers and economic self-sufficiency: Results from a study in Georgia. Journal of Poverty, 22(5), 454-470. doi:10.1080/10875549.2018.1460739 Calva, A., Matthew, R., & Orpinas, P. (2019). Overcoming barriers: Practical strategies to assess Latinos living in low-income communities. Health Promotion Practice. Advance online publication. doi: 10.177/1524839919837975 Caplan, M. A., Sherraden, M., & Bae, J. (2018). Financial capability as social investment. Journal of Sociology and Social Welfare, 45(4,) 147-167. Available at https://scholarworks.wmich.edu/jssw/vol45/iss4/9. Caplan, M. A., Kindle, P., & Neilson, R. (2017). Do we know what we think we know about payday loan borrowers? Evidence from the Survey of Consumer Finances. Journal of Sociology and Social Welfare, 44(4), 19-43. Available at https://heinonline.org/HOL/Page?handle=hein.journals/jrlsasw44&div=48&g_sent=1&casa_token=&collection=journals

“The opposite of poverty is not wealth. In too many places, the opposite of poverty is justice.” — Bryan Stevenson

Caplan, M. A., Nielson, R., & Holosko, M. (in press). Credit cards and U.S. households who receive social assistance: An exploratory study between 1995- 2013. Journal of Policy Practice. Caplan, M. A., Purser, G., & Kindle, P. A. (2017). Personal accounts of poverty: A thematic analysis of social media. Journal of Evidence-Informed Social Work, 14(6), 433-456. doi: 10.1080/23761407.2017.1380547 Caplan, M. A. & Washington, T. (2017). Beyond income: A social justice approach to assessing poverty in older adults. Journal of Gerontological Social Work, 60(6-7), 553-568. doi: 10.1080/01634372.2017.1344174 SOCIAL JUSTICE WANTED 2019-2020

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Social Justice - Relevant Faculty Publications Mallon, A. J., & Stevens, G. (2010). Promise of a job: Reducing poverty and enhancing children’s future opportunity. Washington, DC: Spotlight on Poverty and Opportunity. Mallon, A. J., & Stevens, G. (2011). Making the 1996 welfare reform work: The promise of a Job. Journal of Poverty, 15(2), 113-140. doi: 10.1080/10875549.2011.563169 Mallon, A. J., & Stevens, G. (2012). Children’s well-being, adult poverty, and jobs of last resort. Journal of Children and Poverty, 18(1), 55-80. doi: 10.1080/10796126.2012.657047 McGarity, S. V., & Caplan, M. A. (2018). Living outside the financial mainstream: Alternative financial service use among people with disabilities. Journal of Poverty, 23(4) 317-335. doi: 10.1080/10875549.2018.1555731 Okech, D., Howard, W. J., Mauldin, T., Mimura, Y., & Kim, J. (2012). The effects of economic pressure on the resilience and strengths of families living in extreme poverty. Journal of Poverty: Innovations on Social, Political & Economic Inequalities, 16(4), 429-446. doi: 10.1080/10875549.2012.720659 Okech, D., Miller, S. E., Tetloff, M. L., Beatty, S., Barner, J., Holosko, M. J., & Clay, K. S. (2013). Economic recession and coping with poverty: A case study from Athens, Georgia. Journal of Policy Practice, 12(4), 273-295. doi: 10.1080/15588742.2013.827089

RACE Briggs, H. E., Bank, L., Fixsen, A., Briggs, A.C., Kothari, B., & Burkett, C. (2014). Perceptions of the African American experience (PAAX): A new measure of adaptive identities among African American men and women. Journal of Forensic Social Work, 4(3), 203-233. doi: 10.1080/1936928X.2015.1029660 Briggs, H. E., Kothari, B., Briggs, A. C., & Bank, L., & DeGruy, J. (2015). Racial respect: Initial testing and validation of the racial respect scale for adult African Americans. Journal of Society for Social Work Research, 6(2), 269-303. doi: 10.1086/681625 Briggs, H.E., Kim, I., Mowbray, O., Orellana, E.R. & Elkins, J. (2018). Trusting and dependable relationships as social capital among African American youth. Journal of Substance Use, 23(6), 557-562. doi: 10.1080/14659891.2018.1451565 DeGruy, J. A., Kjellstrand, J., Briggs, H. E., & Brennan, E. (2011). Respect and racial socialization as protective factors for African American male youth. Journal of Black Psychology, 38(4), 395-420. doi: 10.1177/0095798411429744 Holosko, M. J., Briggs, H. E., & Miller, K. M. (2018). Do Black lives really matter - to social work? Introduction to the special issue. Research on Social Work Practice, 28, 272-274. Special Issue Practice, Research, and Scholarship on African Americans. doi:10.1177/1049731517706551

“There must exist a paradigm, a practical model for social change that includes an understanding of ways to transform consciousness that are linked to efforts to transform structures.” — bell hooks, Killing Rage: Ending Racism

Johnson, Z. M. (2018). African-American male initiatives: Creating cultures of inclusion and climates of success at select prestigious research universities. In L. Castenell, T. Granthan, & B. Hawkins (Eds.), Recruiting, retaining, and engaging African-American males at select prestigious research universities: Challenges and opportunities in academics and sports (pp. 211-226). Information Age Publishing: Charlotte, NC. Lowe, T. B. (2019). "That Hogansville affair": The failed assassination of the African-American postmaster Isaiah H. Lofton. The Georgia Historical Quarterly, 103(1 & 2), 31-56. Scheile, J., & Hopps, J. G. (2009). Oppression based on color: Revisited. [Special issue] Social Work, 54(3). Scheile, J., & Hopps, J. G. (Editors) (2009). Racial minorities then and now: The continuing significance of race. Social Work, 54(3), 195-199. Available at https://www.jstor.org/stable/23719495.

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UNIVERSITY OF GEORGIA SCHOOL OF SOCIAL WORK | SSW.UGA.EDU


Social Justice - Relevant Faculty Publications Simpson G. M., & Cornelius, L. J. (2009). Overlooking African American males: A qualitative perspective of urban African American grandmother caregivers’ reliance on family members. Journal of Human Behavior and Social Environment 5(1), 149-170. doi: 10.1300/ J137v15n01_08 Wei, K., Booth, J., & Fusco, R. A. (in press). Examining cognitive and emotional outcomes of Latino threat narratives in news media. Journal of the Society for Social Work and Research.

RACE AND RELIGION Bowles, D. D., Clayton, O., & Hopps, J. G. (2016). Spirituality and social work practice at historically black colleges and universities. Journal of Human Behavior in the Social Environment, 27(5), 424-437. doi: 10.1080/10911359.2016.1203384 Choi, Y. J., Orpinas, P., Kim, I., & Kim, J. H. (2018). Korean American clergy: Knowledge, attitudes, self-efficacy, and behaviors about prevention of intimate partner violence. Social Work & Christianity, 45(4), 41-60. doi:10.1177/1757975917747878 Campbell, R. D., & Littleton, T. (2018). Mental health counselling in the Black American church: Reflections and recommendations from counsellors serving in a counselling ministry. Mental Health, Religion & Culture, 21(4), 336-352. doi: 10.1080/13674676.2018.1494704 Dodor, B., Robinson, M. A., Watson, R., Meetze, D., & Whicker, Jr., R. (2018). The impact of religiosity on substance abuse and obesity among African Americans. Journal of Religion and Health, 57(4), 1315-1328. doi:10.1007/s10943-017-0501-2 Moore, S. E., Adedoyin, C., Robinson, M. A., & Boamah D. A. (2015). The Black church: Responding to the drug-related mass incarceration of young Black males: “If you had been here my Brother would not have died!” Social Work & Christianity, 42(3), 313-331. Moore, S. E., Robinson, M. A., & Thompson, C. (2015). Suffering in silence: Child sexual molestation and the Black church: If God don’t help me: Who can I turn to? Journal of Human Behavior in the Social Environment, 25(2), 147-157. doi: 10.1080/10911359.2014.956962 Robinson, M. A., Jones-Eversley, S., Moore, S. E., Ravenell, J., & Adedoyin, A. C. (2018). Black male mental health and the Black Church: Advancing a collaborative partnership and research agenda. Journal of Religion and Health, 57(3), 1095-1107. doi: 10.1007/s10943-0180570-x Robinson, M. A. & LaBelle, N. (2018). Black church, Black men(tal) health. Boston University School of Public Health Post. Available at https://www.publichealthpost.org/research/black-mens-mental-health-black-church/

RACE AND SOCIAL WORK EDUCATION Allen, J. L., Huggins-Hoyt, K., Holosko, M.J., & Briggs, H. E. (2018). African American social work faculty: Overcoming existing barriers and achieving research productivity [Special issue on practice, research, and scholarship on African Americans]. Research on Social Work Practice, 28, 309-319. doi:10.1177/1049731517701578 Banks, L., Hopps, J.G., & Briggs, H.E. (2018). Cracks in the ceilings? Historical and contemporary trends of African American deans of schools of social work [Special issue on practice, research, and scholarship on African Americans]. Research on Social Work Practice, 28, 288-299. doi:10.1177/1049731517706552 Bowles, D. D, Hopps, J. G., and Clayton, O. (2016). The impact and influence of HBCUs on the social work profession. Journal of Social Work Education, 52(1), 118-132. doi: 10.1080/10437797.2016.1112650 Briggs, H.E., Holosko, M.J., & Miller, K.M. (2018). Editorial: Concluding remarks: Ten, nine, eight, seven six, five, four, three, two, one… [Special issue on practice, research, and scholarship on African Americans]. Research on Social Work Practice, 28, 346-347. doi:10.1177/1049731517725395 Holosko, M., Briggs, H., Banks, L., Huggins-Hoyt, K., & Parker, J. (2018). How are African Americans currently represented in various social work venues? Social Work Practice, 28(3), 275-287. doi: 10.1177/1049731517706553 Holosko, M. J., Briggs, H. E., & Miller, K. M. (2017). Introduction: Do Black lives really matter-to social work? [Special issue: Practice, research, and scholarship on African Americans]. Research on Social Work Practice, 28(3), 272-274. doi: 10.1177/1049731517706551 Huggins-Hoyt, K. Y., Holosko, M. J., Briggs, H. E., & Barner, J. R. (2017). African American faculty in social work schools: The impact of their scholarship. Journal of Evidence-Informed Social Work, 14(3), 147-157. doi: 10.1080/23761407.2017.1302861 SOCIAL JUSTICE WANTED 2019-2020

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Social Justice - Relevant Faculty Publications Huggins-Hoyt, K. Y., Holosko, M. J., Briggs, H. E., & Barner, J. R. (2014). Citation impact scores of top African American scholars in social work: The story behind the data. Research on Social Work Practice, 25(1), 164-170. doi:10.1177/1049731514530004 Washington, T. R., Salm Ward, T., Young, H. N., Orpinas, P., & Cornelius, L. J. (2017). Implementing and evaluating an interprofessional minority health conference for social work and healthcare professionals. Journal of Interprofessional Care, 31(6), 785-788. doi: 10.1080/13561820.2017.1346591

SEXUAL MINORITIES Sterzing, P. R., Gibbs, J. J., Gartner, R. E., & Goldbach, J. T. (2018). Bullying victimization trajectories for sexual minority youth: Stable victims, desisters, and late-onset victims. Journal of Research on Adolescence, 28(2), 368-378. doi: 10.1111/jora.12336

SOCIAL AND COMMUNITY ACTION Bowles, D. D., & Hopps, J. G. (2015). A response to Shelby County, Alabama v. Holder: Energizing, educating, and empowering voters. Phylon: The Study of Race and Culture, 52(2), 1-23. Cornelius, L. J., Afkinich, J., Hoffler, E., Keyser, D., Klumpner, S., Mattocks, N., & Nam, B. (2016). Reflections on engaging in social action against social injustice, while developing a survey to study it: Restorative social justice as a lived experience. Reflections: Narratives of Professional Helping, 21(3), 26-33. Jones-Eversley, S., Adedoyin, A. C., Robinson, M. A., & Moore, S. E (in press). Black millennial activists: Accolades, reflections and concerns for Black social movements. Journal of Community Practice. Leviten-Reid, C., & Matthew, R. (2018). Housing tenure and neighbourhood social capital. Housing, Theory & Society, 35(3), 300-328. doi: 10.1080/14036096.2017.1339122

“I am no longer accepting the things I cannot change. I am changing the things I cannot accept.” — Angela Davis

Matthew, R. & Bransburg, V. (2017). Democratizing caring labor: The promise of community-based, worker-owned childcare cooperatives. Affilia, 32(1), 10-23. doi: 10.1177/0886109916678027 Matthew, R. (2017). (Re)Envisioning human service labor: Worker-owned cooperative possibilities. Journal of Progressive Human Services, 28(2), 107-126. doi: 10.1080/10428232.2017.1292490 Matthew, R., Willms, L., Voravudhi, A., Smithwick, J., Jennings, P., & Machado-Escudero, Y. (2017). Advocates for community health and social justice: A case example of a multi-systemic promotores organization in South Carolina. Journal of Community Practice. doi: 10.1080/10705422.2017.1359720 Miller, K. M., & Briggs, H. E. (2019). Power and politics of organizational system collaboration: Implications for social service autonomy, authority, accountability, and continuity. In H. E. Briggs, V. G. Briggs, & A. C. Briggs (Eds.), Integrative practice in and for larger systems: Transforming people, organizations, and communities (pp. 211-225). New York: Oxford University Press.

SOCIAL WORK EDUCATION Alvarez-Hernandez, L. R., & Choi, Y. J. (2017). Re-conceptualizing “culture” in social work practice and education: A dialectic and uniqueness awareness approach. Journal of Social Work Education, 53(3), 384-398. doi: 10.1080/10437797.2016.1272511 Brown, S. L., Johnson, Z. M., & Miller, S. E. (2019). Racial microaggressions and black social work students: A call to social work educators for proactive models informed by social justice. Social Work Education, 38(5) 618-630. doi: 10.1080/02615479.2019.1594754 Elkins, J., Miller, S., Briggs, H., & Skinner, S. (2015). Teaching with Tupac: Building a solid grounding in theory across the social work education continuum. Journal of Teaching in Social Work, 35(5), 493-512. doi: 10.1080/08841233.2015.1085484 Granruth, L., Kindle, P., Burford, M., Delavega, E., Peterson, S., & Caplan, M. A. (2018). Changing social work students’ perceptions of the role of government in policy class. Journal of Social Work Education, 54(1), 110-121. doi: 10.1080/10437797.2017.1404524 McPherson, J., & Cheatham, L. P. (2015). One million bones: Measuring the effect of human rights participation in the social work classroom. Journal of Social Work Education, 51(1), 47-57. doi: 10.1080/10437797.2015.977130

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UNIVERSITY OF GEORGIA SCHOOL OF SOCIAL WORK | SSW.UGA.EDU


Social Justice - Relevant Faculty Publications Robinson, M. A., Cross-Denny, B., Lee, K. K., Werkmeister, L., & Yamada, A. M. (2016). Teaching note—Teaching intersectionality: Transforming cultural competence content in social work education. Journal of Social Work Education, 52(4), 509-517. doi: 10.1080/10437797.2016.1198297 Washington, T. R., Salm Ward, T., Young, H. N., Orpinas, P., & Cornelius, L. J. (2017). Implementing and evaluating an interprofessional minority health conference for social work and healthcare professionals. Journal of Interprofessional Care, 31(6), 785-788. doi:10.1080/13561 820.2017.1346591

SOCIAL WORK HISTORY Bowles, D. D., Hopps, J. G., Clayton, O., & Brown, S. L. (2016). The dance between Addams and Du Bois: Collaboration and controversy in a consequential 20th century relationship. Phylon: The Clark Atlanta University Review of Race and Culture, 53(2), 34-53. Available at http://www.jstor.org/stable/phylon1960.53.2.34 Bowles, D. D., & Hopps, J. G. (2014). The profession's role in meeting its historical mission to serve vulnerable populations. Advances in Social Work, 15(1), 1-20. doi:10.18060/16677 Hopps, J. G., Lowe, T. B., & Clayton, O. (2018). From "friendly visitor" to professional social worker: The Atlanta Story. Phylon (1960-), 55(1 & 2), 93-110. Available at https://www.jstor.org/stable/26545020

VIOLENCE An, S. O. & Choi, Y. J. (2017). A review and assessment of IPV interventions and trainings for service providers and frontline staff. Violence and Victims, 32(3), 379-404. doi: 10.1891/0886-6708.VV-D-14-00111 An, S. O., Kim, I., Choi, Y. J., Pratt, M., & Thomsen, D. (2017). The effectiveness of intervention for adolescents exposed to domestic violence. Children and Youth Services Review, 79, 132-138. doi: 10.1016/j.childyouth.2017.05.031 Baldwin-White, A. & Moses, K. (2019) A multisession evaluation of sexual assault prevention education: The unique effects of program participation. Journal of Interpersonal Violence. Advance online publication. doi: 10.1177/0886260519829767 Cho, H. G., Choi, Y. J., Choi, G. Y., Bae, J. H., & Sun, J. (2018). Social policies and services for survivors of domestic violence in South Korea. International Social Work. Advance online publication. doi:10.1177/0020872818804039 Choi, Y. J., Orpinas, P., Kim, I., & Ko, K. S. (2018). Korean clergy for healthy families: Online intervention for preventing intimate partner violence. Global Health Promotion. Advance online publication. doi: 10.1177/1757975917747878. Choi, Y. J., Phua, J., Armstrong, K. J., & An, S. O. (2017). Negotiating the cultural steps in developing an online intervention for Korean intimate partner violence. Journal of Aggression, Maltreatment and Trauma, 26(8), 920-936. doi: 10.1080/10926771.2017.1327911 Choi, Y. J., Elkins, J., & Disney, L. (2016). A literature review of intimate partner violence in immigrant populations: Engaging the faith community. Aggression & Violent Behavior, 29, 1-9. doi: 10.1016/j.avb.2016.05.004 Cornelius, L. J. (2017). Seeing deaths due to interpersonal violence as a function of 'state violence'- time for a health disparities paradigm shift? Health and Social Work, 42(2), 125-128. doi: 10.1093/hsw/hlx012 Frieze, I., Newhill, C. E., & Fusco, R. A. (in press). Understanding the dynamics of violence in close relationships. New York, NY: Springer. Rai, A., & Choi, Y. J. (2018). Socio-cultural risk factors impacting domestic violence among South Asian immigrant women: A scoping review. Aggression and Violent Behavior, 38, 76-85. doi:10.1016/j.avb.2017.12.001

In compliance with federal law, including the provisions of Title IX of the Education Amendments of 1972, Title VI of the Civil Rights Act of 1964, Sections 503 and 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act of 1990, and Executive Order 13672, the University of Georgia does not discriminate on the basis of race, sex, gender identity, sexual orientation, ethnicity or national origin, religion, age, genetic information, disability status or veteran status in its administration of educational policies, programs, or activities; its admissions policies; scholarship and loan programs; athletic or other University-administered programs; or employment. Inquiries or complaints should be directed to the Equal Opportunity Office, 119 Holmes-Hunter Academic Building, University of Georgia, Athens, GA 30602. Telephone (706) 542-7912 (V/TDD). Fax (706) 542-2822. Email ugaeoo@uga.edu. SOCIAL JUSTICE WANTED 2019-2020

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Profile for University of Georgia School of Social Work

Social Justice Wanted: Social Justice at the UGA School of Social Work 2019-2020  

Our roots in social justice work go deep. Founded in the 1960s during the civil rights movement and continuing to the present day, the facul...

Social Justice Wanted: Social Justice at the UGA School of Social Work 2019-2020  

Our roots in social justice work go deep. Founded in the 1960s during the civil rights movement and continuing to the present day, the facul...

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