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Social Justice at the University of Georgia School of Social Work Table of Contents Introduction .......................................................................................................................... 3 Faculty Statement on Social Justice........................................................................................ 4 From Social Apartheid to Social Justice: Social Work’s Journey, June Gary Hopps ................. 5 Human Trafficking, Social Justice, and Social Work, David Okech ......................................... 10 Historical Trauma, Social Work, and Social Justice, Jennifer Elkins ....................................... 12 PrOSEAD ............................................................................................................................. 13 Social Justice-Relevant Faculty Publications Journal Articles......................................................................................................... 16 Books ....................................................................................................................... 29 Book Chapters .......................................................................................................... 29

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Social Justice

at the University of Georgia School of Social Work: An Introduction 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 Soldier Project for Civil Rights Studies, led by Maurice Daniels (http://www.footsoldier.uga.edu/), and the Center for Social Justice, Human and Civil Rights, led by Lee Cornelius (https://centerforsocialjustice.uga.edu/). Over the past two 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. Three notable efforts come to mind. First is the revision of the MSW curriculum, regrounding 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, 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. Our third 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.

Dean and Professor

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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, and 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 on September 15, 2017

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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 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. 5


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 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 justice driven 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. 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. 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 6


equals. However, the ideals 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 alienated 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 re-visit 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 profession, 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 7


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. ### 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.

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References 1 Plessey v. Ferguson, 163 U.S. 537 (1896). 2

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 3 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 4 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`tionStandards102004.pdf.aspx) 5 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-incomeinequality-in-the-united-states.htm 6 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/constitutioneconomy.html 7 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. 8 Peters, G., & Woolley, J. T. (n.d.). Thomas Jefferson Inaugural Address, March 4, 1801. The American Presidency Project, Santa Barbara, CA: University of California. Retrieved from http://www.presidency.ucsb.edu/ws/?pid=25803. 9 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 10 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-thelabor-force-a-databook-2015.pdf 11 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

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Human Trafficking, Social Justice, and Social Work

David Okech, MSW, PhD, Associate Professor and MSW Program Director 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”1. 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 children2. 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 industry3. Although the majority of victims are trafficked across international borders, 42% are victimized within their own countries4. Trafficking disproportionately affects women and children-of the current global victims, 71% are female and 28% are children4. 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”5. 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 restart their lives in conducive circumstances. There are several important implications for 10


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 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. 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 transdisciplinary 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 SSW is 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. References 1 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 2 Roby, J. L. (2005). Women and children in the global sex trade: Toward more effective policy. International Social Work, 48(2), 136-147. 3 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 4 UNODC. (2016). UNODC report on human trafficking exposes modern form of slavery Retrieved from, http://www.unodc.org/unodc/en/human-trafficking/globalreport-on-trafficking-in-persons.html 5 Council on Social Work Education. (2015). Educational policy and accreditation standards. Alexandria, VA: Author.

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Historical Trauma, Social Work, and Social Justice Jennifer Elkins, PhD, Associate Professor

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 intergeneration 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 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 (Dhaliwal, 2016). 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. 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.

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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.

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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 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.

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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 Publications by UGA School of Social Work Faculty JOURNAL ARTICLES Allen, J. L., Huggins-Hoyt, K. Y., Holosko, M. J., & Briggs, H. E. (2017). African American social work faculty: Overcoming existing barriers and achieving research productivity. Research on Social Work Practice. Advance online publication. doi: 10.1177/1049731517701578 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 Al-Mujtaba, M., Cornelius, L. J., Galadanci, H., Erekaha, S., Okundaye, J. N., Adeyemi, O. A., SamAgudu, 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 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

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

Banks, L., Hopps, J. G., & Briggs, H. E. (2017). Cracks in the ceiling: Historical and contemporary trends in African Americans deans of schools of social work. Research on Social Work Practice. Advance online publication. doi: 10.1177/1049731517706552 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 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. Bent-Goodley, T., & Hopps, J. G. (Eds.). (2017). Social justice and civil rights [Special edition]. Social Work, 62(1), doi: 10.1093/sw/sww081 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/s41134-0160009-9

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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 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. doi: http://www.jstor.org/stable/phylon1960.53.2.34 Bowles, D. D., & Hopps, J. G. (2014). Eyewitness to history: The profession's role in meeting its historical mission to serve vulnerable populations. Advances in Social Work, 15(1), 1-20. 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. 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 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 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), S177S183. doi: 10.2105/AJPH.2011.300511 Briggs, H. E., & Holosko, M. J. (2017). Concluding editorial remarks: Ten, nine, eight, seven, six, five, four, three, two, one‌ [Special issue: Practice, research, and scholarship on African Americans]. Research on Social Work Practice. Advance online publication. doi: 10.1177/1049731517725395 Briggs, H. E., Holosko, M. J., Banks, L., Huggins-Hoyt, K. Y., & Parker, J. (2017). How are African Americans represented in various social work venues? [Special issue: Practice, research, and scholarship on African Americans]. Research on Social Work Practice. Advance online publication. doi: 10.1177/1049731517706553 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.

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Briggs, H. E. (2001). Cultural diversity: A latter day Trojan horse. Psychology and Education: An International Journal 38(1), 3-11. 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. 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 on 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., 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., 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:10.1080/1936928X.2014.999851

“As long as poverty, in justice and gross inequality persist in our world, none of us can truly rest.” ― Nelson Mandela

Briggs, H. E., Briggs, A. C., & Leary, J. D., (2005). Promoting culturally competent systems of care through statewide family advocacy networks. Best Practices in Mental Health: An International Journal, 2(Summer), 77-99.

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: An International Journal, 2(July), 1-25. 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: An International Journal, 7(1), viiiixi.

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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 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 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. Campbell, R. D. (in press). “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. 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 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 Chan, C., & Holosko, M. J. (2016). The utilization of social media for youth outreach engagement: A case study. Qualitative Social Work, 16(5), 680-697. doi: 10.1177/1473325016638917 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 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. 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/s10896-0159675-0 19


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 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., & 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. 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. doi: http://www.reflectionsnarrativesofprofessionalhelping.org/index.php/Reflections/article/view/1366 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 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. Ageing International. Advance online publication. doi: 10.1007/s12126-017-9278-6 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. 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 Dodor, B., Robinson, M. A., & Watson, R. (in-press) The Impact of spirituality/religiosity on health behaviors - obesity, physical activity, substance abuse among African Americans. Journal of Religion and Health. Elbogen, E., Swartz, M., Swanson, J., Van Dorn, R., Kim, M., & Scheyett, A. (2006). Clinician decisionmaking and views about psychiatric advance directives. Psychiatric Services, 57(3), 350-355. doi: 10.1176/appi.ps.57.3.350

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Elkins, J. (2017). Long-term behavioral outcomes in sexually abused boys: The influence of family and peer context. Journal of Public Child Welfare. Advance online publication. 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 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), 493512. doi: 10.1080/08841233.2015.1085484

"We must accept finite disappointment, but never lose infinite hope." -Martin Luther King, Jr.

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.

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. Friesen B.F., Koroloff, N., Walker, J., & Briggs, H. E. (2011). Family and youth voice in systems of care: The evolution of influence. Best Practices In Mental Health: An International Journal, 7(1), 1-25. 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. Green, D. M., Twill, S., Holosko, M. J., & Nackerud, L. (2015). An ecological approach to evaluating a system of care program: Dollars making sense. Journal of Evidence-Based Social Work, 11(5), 484497. doi: 10.1080/15433714.2013.853585 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 Gresham, K., Nackerud, L., & Risler, E. (2003). Intercountry adoption from Guatemala and the United States: A comparative policy analysis. Journal of Immigrant and Refugee Services 1(3/4), 1-20. doi: 10.1300/J191v01n03_01 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. 21


Hall, M., Scheyett, A., & Strom-Gottfried, K. (2008). No gain, no pain: Ethics and the genomics revolution. Families in Society: The Journal of Contemporary Social Services, 89, 562-570. doi: 10.1606/1044-3894.3820 Holosko, M. J. (2016). Can social work education keep up to the demands of geriatric social Work? MOJ Gerontology & Geriatrics 1(1), 1-2, doi: 10.15406/mojgg.2016.01.00002 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. Advance online publication. doi: 10.1177/1049731517706551 Holosko, M. J. (2016). Introduction. [Special issue on Intervention Research]. Research on Social Work Practice, 26(1), 5-7. doi: 10.1177/1049731515581015 Hopps, J. G., Pinderhuges, E., & Lowe, T. B. (2007). A journey through the prism of race: An evolution of generational consciousness. Journal of Ethnic and Cultural Diversity in Social Work, 16(3-4). 227252. doi: 10.1300/J051v16n03_19 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 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 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. Kaplan, A., Scheyett, A., & Golin, C. (2005). HIV and stigma: Analysis and research program. Current HIV/AIDS Reports, 2, 184-188. doi:10.1007/s11904-005-0014-6 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 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 Leary, J. D., Brennan E., & Briggs H. E., (2005). The African American adolescent respect scale: A measure of a prosocial attitude. Research on Social Work Practice, 15(6), 462-469. doi: 10.1177/1049731505277717

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Leviten-Reid, C., & Matthew, R. (2017). Housing tenure and neighbourhood social capital. Housing, Theory & Society. Advance online publication. doi: 10.1080/14036096.2017.1339122 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. Advance online publication. doi: 10.1891/0886-6708.VV-D-13-00137 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. Lowe, T. B., Hopps, J. G., & L.A. See (2006). Challenges and stressors of African American armed service personnel and their families. Journal of Ethnic and Cultural Diversity in Social Work, 15(3/4). 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 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. Advance online publication. doi: 10.1080/10705422.2017.1359720 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., & Mazza, N. (2014). Using arts activism and poetry to catalyze human rights engagement and reflection. Social Work Education: The International Journal, 33(7), 944-958. doi: 10.1080/02615479.2014.885008 23


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 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. Retrieved from http://www.reflectionsnarrativesofprofessionalhelping.org/index.php/Reflections 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 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 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, 26(3-4), 254-266. doi: 10.1080/10911359.2015.1125202 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., 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 Morrissey Stahl, K., Bower, K., Seponski, D., Lewis, D .L., Farnham, & A.Cava, Y. (2017). A practitioner's guide to end-of-life intimacy: Suggestions for conceptualization and intervention in palliative care. OMEGA: Journal of Death and Dying. Advance online publication. doi: 10.1177/0030222817696540 Mowbray, C. T., & Mowbray, O. (2007). Psychosocial outcomes of adult children of mothers with depression and bipolar disorder. Journal of Emotional and Behavioral Disorders, 14(3), 130-142.doi: 10.1177/10634266060140030101 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. Advance online publication. doi: 10.1007/s11414-017-9560-0

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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 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

“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

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. 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 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 Ovitt, N., Larrison, C. R., & Nackerud, L. (2003). Refugees’ responses to mental health screening. International Social Work 46(2), 235-250. doi: 10.1177/0020872803046002008 Perron, B. E., Mowbray, O., Bier, S., Vaughn, M. G., Krentzman, A., & Howard, M. O. (2011). Service use and treatment barriers among inhalant users. Journal of Psychoactive Drugs, 43(1), 69-75. doi: 10.1080/02791072.2011.566504 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: 10.1186/1747-597X-4-3 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 25


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 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 Risler, E., Kintzle, S., & Nackerud, L. (March, 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 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 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 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 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 Sabin, M., Lopes, B., Nackerud, L., Aiser, R., & Varese, L. (2003). Factors associated with poor mental health among Guatemalan refugees living in Mexico 20 years after civil conflict. JAMA, 290(5), 635642. doi: 10.1001/jama.290.5.635 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. 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 contining signficance of race. Social Work, 54(3), 195-199. Retrieved from http://www.jstor.org/stable/23719495 Scheyett A., & McCarthy, E. (2006). Women and men with mental illnesses: Voicing different service needs. Affilia: Journal of Women and Social Work, 21(4), 407-418. doi: 10.1177/0886109906292114

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Scheyett, A. (2005). The mark of madness: Stigma, serious mental illnesses, and social work. Social Work in Mental Health, 3(4), 79-97. doi: 10.1300/J200v03n04_05

Injustice anywhere is a threat to justice everywhere. -Martin Luther King, Jr.

Scheyett, A. (2006). Silence and surveillance: Mental illness, evidencebased practice, and a Foucaultian lens. Journal of Progressive Human Services, 17(1), 71-92. doi:10.1300/J059v17n01_05

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, 578591. doi: 10.1177/0306624X12438367 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 Scheyett, A., McCarthy, E., & Rausch, C. (2006). Consumer and family views on evidence-based practices and adult mental health services. Community Mental Health Journal, 42(3), 243-257. doi: 10.1007/s10597-005-9027-2 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 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 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 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 27


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 Van Dorn, R., Swartz, M., Elbogen, E., Kim, M., Ferron, J., McDaniel, L., & Scheyett, A. (2006). Clinicians’ attitudes regarding barriers to the implementation of psychiatric advance directives. Administration in Mental Health Policy and Mental Health Services Research, 33(4), 449-460. doi: 10.1007/s10488-005-0017-z Veeh, C., Pettus-Davis, C. Tripodi, S., & Scheyett, A. (2016). The interaction of serious mental disorder and race on time to reincarceration. American Journal of Orthopsychiatry. Advance online publication. doi: 10.1037/ort0000183 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. Advance online publication. doi: 10.1177/2333393616680902 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. Advance online publication. doi: 10.1080/13561820.2017.1346591 Washington, T. R., Robinson, M. A., Hamler, T. C., & Brown, S. A. (2017). Chronic kidney disease selfmanagement “helps” and hindrances in older African American and White individuals undergoing hemodialysis: A brief report. Journal of Nephrology Social Work, 41(1), 19-22. Retrieved from https://www.kidney.org/sites/default/files/v41a_a2.pdf. 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 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 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

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Wohl, D., Scheyett, A., Golin, C., White, B., Matuszewski, J., Bowling, M., Smith, P., Duffin, F., Rosen, D., Kaplan, & A., Earp, J. (2011). Intensive case management before and after prison release is no more effective than comprehensive pre-release discharge planning in linking HIV-infected prisoners to care: A randomized trial. AIDS and Behavior, 15(2), 356-364. doi: 10.1007/s10461-010-9843-4 Yarvis, J. S., Sabin, M., Nackerud, L., & Pandit, K. (2004). Haitian immigrants in the United States: Intergenerational trauma transmission, adaptation and ethnic identity. Caribbean Journal of Social Work, 3, 57-72. Zerden, L., Scheyett, A., Fogel, C. (2014). HIV vulnerabilities and risk perception of justice-involved women. Critical Social Work, 15(1), 105-119. Retrieved from http://www1.uwindsor.ca/criticalsocialwork/hiv_vulnerabilities

BOOKS Au, E., Holosko, M. J., & Wing Lo, T. (Eds.) (2008). Youth empowerment and volunteerism: Principles, policies and practices. Hong Kong: City University Press. Cornelius, L. J., & Harrington, D. (2014). A social justice approach for survey design and analysis. New York: Oxford University Press. Holosko, M. (2017). Social work case management: Case studies from the frontlines. Thousand Oaks, CA: Sage Publications. Holosko, M.J., Dulmas,C., & K.Sowers (2012) (Eds.). Social Work Practice with Individuals & Families: Evidence-Informed Assessments and Interventions. Hoboken N.J.: J. Wiley & Sons, Inc. Wodarski, J., Holosko, M., & Feit, M. D. (2015). Evidence-Informed Assessment and Practice in Child Welfare. New York, NY: Springer Publications.

BOOK CHAPTERS Clayton, O., & Hopps, J. G. (2013). Human rights, civil rights, and social work practice. Encyclopedia of Social Work. New York, NY: Oxford University Press. doi: 10.1093/acrefore/9780199975839.013.943 Elkins, J., Holt, J., & Miles, T. (2014). The role of informal caregivers for frail elders in disasters. In C. Cefalu (Eds.). Disaster preparedness for seniors: A comprehensive guide for health care professionals. NY: Springer Publications. Holosko, M. J., & Heckman, J. (2007). Intervention with the elderly. In K. M Sowers & C. N. Dulmus (Series Eds.) & L. Rapp-Paglicci & W. Rowe (Vol Eds.). Comprehensive handbook of social work and social welfare: Vol. 3 Social work practice. New York: Haworth Press.

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Holosko, M. J., & Pettus, J. (2017). Neoliberalism and globalization: Trends shaping sustainable social work practice. In A. Chong (Ed.), Sustainable social work practice in Asia. London, UK: Taylor and Francis. Hopps, J. G., & Lowe, T. B., & Christian, O. (2010). Development of intervention models with new overwhelmed clients. In A.E. Fortune, P. McCallion, & K. Briar-Lawson (Eds.). Advancing practice research in the 21st century. New York: Columbia University Press. Hopps, J. G., Pinderhughes, E., & Lowe, T. B. (2009). A journey through the prism of race: A generational evolution of consciousness. In D. de Anda (Ed.) Culturally diverse populations: Reflections from pioneers in education and research. New York: Haworth Press. Lowe, T. B., & Hopps, J. G. (2007). African-Americans’ response to their social environment: A macro perspective. In L. See (Ed.), Human behavior in the social environment from an African American Perspective. Binghamton, NY: Haworth Press. Lowe, T. B., & Hopps, J. G. (2007). Serving African American seniors with Alzheimer and their families: A justice based model for intervening. In L. See (Ed.). Human Behavior in the Social Environment from an African American Perspective. Binghamton, NY: Haworth Press. Lowe, T. B., Hopps, J. G., & L. A. See (2007). Stressors experienced by African American armed service during the Iraq war. In L. A. See (Ed.). Human Behavior in the Social Environment from an African American Perspective. Binghamton, NY: Haworth Press. Matthew, R., & Smith, A. M. (2017). La Frontera: Social work case management with unaccompanied minors in Arizona. In M. Holosko (Ed.), Social work case management. Thousand Oaks, CA: Sage Publications. Nackerud, L., Larrison, C. R., Sabin, M., & Boyle, D. P. (2010). Evidence based social work practice with refugees. In Thyer, B., Wodarski, J.S., Harrison, D., & Myers, L. (Eds.). Cultural diversity and social work practice (3rd ed., pp. 300-326). Springfield, IL: Charles C Thomas. Publisher, LTD. Nackerud, L. (2010). Assessing the Briggs approach to political refugee policy. In C. Whalen (Ed.). Human resource economics and public policy: Essays in honor of Vernon M. Briggs, Jr. (pp. 79-99). W. E. Upjohn Institute: Kalamazoo, MI.

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ssw.uga.edu University of Georgia School of Social Work 279 Williams Street, Athens, GA 30602 (877) 535-6590

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Social Justice at the UGA School of Social Work  

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 at the UGA School of Social Work  

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...