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Applying a social model of disability across the life span
- Authors:
- KATTARI Shanna K., LAVERY Angela, HASCHE Leslie
- Journal article citation:
- Journal of Human Behavior in the Social Environment, 27(8), 2017, pp.865-880.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
With an estimated 21.3% of persons aged 15 and older experiencing disability in the USA, social workers will see clients present with disabilities across all practice settings and stages of human development. Yet, the training and terminology of social workers—which often closely aligns with medical professionals—may seem to occur in isolating silos or disciplinary theories. Social work education often views the needs of older adults and people with disabilities as two distinct populations, despite the fact that many of these individuals share similar needs for access, resources, and support. Furthermore, when discussing human development, the focus may skew to individual affective, behavioural, and cognitive processes and indicators of abnormal development and frailty. Thus, by clarifying terminology and applying a social model of disability across the life span, the authors identify how educational efforts related to human behaviour and the social environment can promote intersectional and inclusive social work related to ageing and disability. (Edited publisher abstract)
The social model of disability as a threshold concept: troublesome knowledge and liminal spaces in social work education
- Author:
- MORGAN Hannah
- Journal article citation:
- Social Work Education (The International Journal), 31(2), March 2012, pp.215-226.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This article considers the way in which disability studies has the capacity to transform social work students' understandings of disability and therefore influence their practice. Students enter social work educational programmes with the aim of helping; and to be confronted by an approach and a body of research and theorising that challenges their assumption that social work practice is helpful can be unsettling and lead to resistance. This article explores practice on a social work programme where a commitment to social model practice is explained and embedded with the purpose of identifying what it is we want students to get, whether they find this troubling and how they can be effectively supported as they move through liminal spaces in social work education.
Preparation for practice: can philosophy have a place in helping students incorporate the social model of disability within their praxis?
- Author:
- REEVE Donna
- Journal article citation:
- Social Work Education (The International Journal), 31(2), March 2012, pp.227-234.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This article, is written as a counterpoint to a paper by Morgan (“The social model of disability as a threshold concept: troublesome knowledge and liminal spaces in social work education£, Social Work Education, 31(2)) which argues that the social model of disability can be viewed as a threshold concept which students struggle to ‘get’. It suggests that introducing social work students to philosophical concepts such as recognition at an early stage of their learning about skills, values and anti-oppressive practice, could facilitate the transition over this disability studies threshold, reducing the potential for ritualised performance instead of true understanding. It will be argued that Honneth's account of recognition in particular can be helpful in reducing the risk of psycho-emotional disablism within professional relationships between social work students and disabled service users. However, this article also suggests that encouraging students to engage with philosophical questions about personhood and humanity are crucial to maintaining true anti-oppressive practice.
Deconstructing hierarchies: a pedagogical model with service user co-teachers
- Authors:
- GUTMAN Carolyn, et al
- Journal article citation:
- Social Work Education (The International Journal), 31(2), March 2012, pp.202-214.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This article explores the contribution of partnering with service users to the training of health and welfare professionals in Israel. These professions still practise according to a medical model, which functions to strengthen the legitimacy of the professional and sustain the dependency of their clients. In adopting the social model of disability, this article presents a new pedagogic model in which social work students engage throughout the course with a co-teacher service user to contest these traditional methods and deconstruct accepted hierarchies. This teaching method focuses on the development of a new therapeutic dialogue within the partnerships created in the classroom, which enables the students and co-teachers to participate in the challenging experience of integrating theoretical knowledge with lived knowledge, thereby contributing to the development of a more inclusive knowledge base.
One educator’s response to a gap in policy education by offering a social work course on disabilities
- Author:
- LESLIE Donald
- Journal article citation:
- Journal of Human Behavior in the Social Environment, 18(1), 2008, pp.15-30.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Canadian human rights approaches to improving opportunities for the social integration of people with disabilities are reviewed, and the response of the social work profession to the shift away from a medical rehabilitation model to a more relevant social model is discussed. The author’s development of a pilot social work and disability course within a general bachelor of social work programme at a Canadian university is examined. Informal evaluation after two years suggests that the focus on issues of accessibility and participation led to predictable attitudinal changes among students, as well as unanticipated outcomes such as the establishment of an accessibility planning group at the university.
Disability and sexuality within social work education in the USA and Canada: the social model of disability as a lens for practice
- Author:
- BALLAN Michelle S.
- Journal article citation:
- Social Work Education (The International Journal), 27(2), March 2008, pp.194-202.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Historically, social work education has included minimal attention to three essential foci: (1) disability; (2) sexuality; and (3) the intersection of disability and sexuality. The social model of disability, which elucidates the barriers guiding individual and societal responses to sexual access and expression regarding persons with disabilities, is an important foundation from which to develop curricula on these significant topics. Following a brief overview of social work education's inclusion of content on disabled people and sexuality, this paper provides examples of didactic material and classroom and field exercises that integrate critical subject matter on sexual orientation and disability and draw students' attention to micro, mezzo, and macro level interventions that will ameliorate disabling sexual barriers for clients.
Going social: championing a holistic model of mental distress within professional education
- Author:
- TEW Jerry
- Journal article citation:
- Social Work Education (The International Journal), 21(2), April 2002, pp.143-155.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Within the context of current debates as to how to raise the profile of social perspectives within mental health social work education, this paper seeks to assemble various elements that might belong within a social (or psychosocial) model of mental health practice. A clarification of what may actually be meant by a social model would be helpful in starting to set the parameters of future social work curricula, both at qualification and post-qualification levels, in terms of an appropriate value base and theoretical orientation. This may be seen to be important if social workers are to be properly prepared for taking on some form of leadership around the promotion of social approaches within the practice of multi-disciplinary teams.
Deconstructing a disabling environment in social work education
- Authors:
- JAMES Pauline, THOMAS Martin
- Journal article citation:
- Social Work Education (The International Journal), 15(1), 1996, pp.34-45.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This paper gives an account of a project with two objectives; first, to give greater prominence to social work with visually impaired people on a Diploma in Social Work programme with the establishment of a particular area of practice focusing upon the needs of blind and partially sighted people, and second, to positively attract students with visual disabilities to social work training. Both objectives are rooted in an analysis based upon the social model of disability which asserts that it is society which disables by responding negatively to the needs of people with disabilities.