Generalist Social Work Practice: International and Global Perspectives

1. Generalist Social Work Practice: International and Global Perspectives Teaching Module Prepared for BSW and MSW Foundation Generalist Social Work Practice Courses CSWE Council on Global Learning, Research and Practice

2. Contents of This Guide Slide #Focus Introductory Materials 3 Purpose and Objectives of Teaching Guide 4 – 5 Connections With EPAS Core Competencies 6 Overview of Strategies in This Guide 7 Tips for Using This Guide Overview of Generalist Social Work Practice 8 - 10 Discussion of Generalist Practice Approach Three Strategies for Generalist Practice 11 – 16 Strategy 1: Nature of Social Work 17 – 20 Strategy 2: Social Work Values 21 – 28 Strategy 3: International Case Studies Resources and References 29 Websites for Developing Teaching Strategies 30 Professional Literature for Developing Strategies 31 References Cited 32 Thank You and Contact Information

3. Purpose of Teaching Guide for Generalist Social Work The purpose of this teaching guide is to bring global elements into the generalist practice curriculum by identifying multiple strategies to infuse such content into existing generalist practice courses. It is anticipated that integrating these strategies will • Expand student competence in critically evaluating the applicability and limits of the generalist practice approach with diverse clients and communities. • Expand student competence in working with clients from diverse regions and cultures through the flexible use of the generalist practice framework. • Expand student competence in identifying specialized and indigenous approaches needed in addition to generalist knowledge, principles, and skills. • Expand faculty competence in bringing an international/global lens to the course development and teaching of generalist social work practice.

4. Connections of this Guide to EPAS Core Competencies A http://www.cswe.org/File.aspx?id=13780 All core competencies of CSWE (2008) apply in the generalist-foundation practice curriculum. In particular, practice courses are often organized around phases of practice & levels of intervention, as in the following: • Educational Policy 2.1.10(a)–(d)—Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.  Social workers: • substantively and affectively prepare for action with individuals, families, groups, organizations, and communities; • use empathy and other interpersonal skills; and • develop a mutually agreed-on focus of work and desired outcomes. • collect, organize, and interpret client data; • assess client strengths and limitations; • develop mutually agreed-on intervention goals and objectives; and • select appropriate intervention strategies. • initiate actions to achieve organizational goals; • implement prevention interventions that enhance client capacities; • help clients resolve problems; • negotiate, mediate, and advocate for clients; and • facilitate transitions and endings. • critically analyze, monitor, and evaluate interventions.

5. EPAS Core Competencies B http://www.cswe.org/File.aspx?id=13780 International integration also has particular resonance with the CSWE competencies (2008) in the following policies: • Educational Policy 2.1.1- Identify as a professional social worker and conduct oneself accordingly. • Educational Policy 2.1.2- Apply social work ethical principles to guide professional practice. • Educational Policy 2.1.3- Apply critical thinking to inform and communicate professional judgments. • Educational Policy 2.1.4- Engage diversity and difference in practice. • Educational Policy 2.1.5- Advance human rights and social and economic justice. • Educational Policy 2.1.8- Engage in policy practice to advance social and economic well-being and to deliver effective social work services. • Educational Policy 2.1.9- Respond to contexts that shape practice.

6. Teaching Strategies & Resources Featured in This Guide • One: Nature of generalist social work from an international perspective • Suggested integration in introduction of foundation practice • Slides 11-16 • Two: Social work values from an international perspective • Suggested integration in discussion of values and ethics guiding practice • Can be combined with “nature of social work practice” above • Slides 17-20 • Three: Application of international case studies • Specific examples cited apply to assessment phase • Suggested integration throughout phases of intervention • Slides 21-28 • Following the Strategies: • Web and print resources useful in developing additional teaching strategies • References of sources cited in this guide • Slides 29-31

7. Tips for Faculty Using the Featured Teaching Strategies The three strategies are examples for flexible adaptation – one or more than one strategy can be used in a single course. Strategies are provided as material and activities that can be integrated into existing generalist practice courses. Faculty members can feel free to use any slides from this PowerPoint, in any order. Although this guide suggests the timing of these strategies, they may be useful at other points in a generalist practice course. A combination of lecture, whole class, and small group discussions is recommended. For example, groups can study and present different organizational positions on the social work profession and values, case studies, and assessment plans. Strategies can be integrated into written assignments, in which students are asked to consider how international perspectives on the profession and client diversity will influence their work. We welcome hearing how faculty members have used this guide and the teaching strategies that have been developed.

8. Generalist Social Work Practice: Introduction Generalist social work practice has been adopted by the Council on Social Work Education as the foundation of social work practice by BSW and MSW graduates (EPAS, 2008): • Educational Policy B2.2—Generalist Practice Generalist practice is grounded in the liberal arts and the person and environment construct. To promote human and social well-being, generalist practitioners use a range of prevention and intervention methods in their practice with individuals, families, groups, organizations, and communities. The generalist practitioner identifies with the social work profession and applies ethical principles and critical thinking in practice. Generalist practitioners incorporate diversity in their practice and advocate for human rights and social and economic justice. They recognize, support, and build on the strengths and resiliency of all human beings. They engage in research-informed practice and are proactive in responding to the impact of context on professional practice. BSW practice incorporates all of the core competencies.

9. Generalist Social Work Practice:Features of the Approach Generalist practice is generally considered • To be Integrative, through which students learn to see beyond boundaries of separate cases, client populations and troubles, fields of practice, and levels of intervention. • To cross system levels and practice methods, based on assessment to improve the person in environment interface, in which “person is a metaphor for the various size client systems.” • To be a common base of knowledge, practice principles, and general stages of practice used by practitioners in working with diverse populations, fields, and settings across systems and intervention levels. • To require complementary expertise, including specific knowledge and skills related to particular contexts of social work practice. • To be nonprescriptive, nondeterministic, including clear demand for adaptation and flexibility in its use, using critical approaches to understanding needs, contexts, and objective.

10. Generalist Social Work Practice: Challenges to Internationalization Although the generalist practice model stresses the importance of understanding context and culture, our U.S. definitions are relatively silent regarding issues of global application. • Concerns regarding history of globalization social work: (Cohen, Doel, Wilson, Quirke, Ring, & Abbas, 2012, based on: Gray, 2005; Gray & Fook, 2004; Gray & Webb, 2008) • Universalism: Trend of Western colonization of social work education in developing/emerging areas justified by belief in a single common set of internationally valid principles and practices. • Imperialism: Western promotion of only one dominant world view of social work education and practice around the world, connected with benefits to those adopting this world view. • Indigenization: Support and encouragement of emerging social work practitioners to develop locally relevant, culturally syntonic social work practice, education, and profession. • Key Question: Can generalist practice be internationalized? • Proposed Answer: Generalist practice’s flexible framework focuses on cross system approaches and works in concert with specialized,indigenous approaches.

11. Strategy One: Nature of Social Work from an International Perspective: Introduction • Our understanding of social work practice and the social work profession comes from a variety of sources. • Statements about the nature of social work vary in many ways, including: • Organizations framing the statement • Purposes and goals of the profession • Scope of social work practice • Identity of social work practitioners • After reviewing and discussing the content of the national and international organizational statements: • Which statements do you find most similar and which most different from your view of the profession? Why? • Which statements challenge ideas about the profession? How? • Is it possible to integrate these statements in our understanding of generalist social work practice? If yes, how? • How do these statements affect your practice with clients and communities?

12. Nature of Social Work: CSWEhttp://www.cswe.org/File.aspx?id=13780 Council on Social Work Education, 2008 The purpose of the social work profession is to promote human and community well-being. • Guided by a person and environment construct, a global perspective, respect for human diversity, and knowledge based on scientific inquiry, 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. (EPAS, 2008)

13. Nature of Social Work: NASW http://www.naswdc.org/pubs/code/code.asp Preamble of the NASW Code of Ethics • The primary mission of the social work profession is to enhance human well­being and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty. A historic and defining feature of social work is the profession’s focus on individual well­being in a social context and the well­being of society. Fundamental to social work is attention to the environmental forces that create, contribute to, and address problems in living. • Social workers promote social justice and social change with and on behalf of clients. “Clients” is used inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are sensitive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other forms of social injustice. These activities may be in the form of direct practice, community organizing, supervision, consultation administration, advocacy, social and political action, policy development and implementation, education, and research and evaluation. Social workers seek to enhance the capacity of people to address their own needs. Social workers also seek to promote the responsiveness of organizations, communities, and other social institutions to individuals’ needs and social problems. (2008)

14. Nature of Social Work: IFSW/IASSWhttp://www.iassw-aiets.org/international-definition-of-social-work Definition of Social Work(International Federation of Social Work & International Association of Schools of Social Work, 2001) • The social work profession promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. Utilising theories of human behaviour and social systems, social work intervenes at the points where people interact with their environments. • Principles of human rights and social justice are fundamental to social work.

15. Nature of Social Work: IFSW/IASSWhttp://www.iassw-aiets.org/international-definition-of-social-work Social Work Practice(International Federation of Social Workers & International Association of Schools of Social Work, 2001) • Social work addresses the barriers, inequities and injustices that exist in society. It responds to crises and emergencies as well as to everyday personal and social problems. • Social work utilises a variety of skills, techniques, and activities consistent with its holistic focus on persons and their environments. Social work interventions range from primarily person-focused psychosocial processes to involvement in social policy, planning and development. • These include counseling, clinical social work, group work, social pedagogical work, and family treatment and therapy as well as efforts to help people obtain services and resources in the community. Interventions also include agency administration, community organisation and engaging in social and political action to impact social policy and economic development. The holistic focus of social work is universal, but the priorities of social work practice will vary from country to country and from time to time depending on cultural, historical, and socio-economic conditions

16. Nature of Social Development: ICSW http://www.icsw.org/doc/Global_Programme_2009_to_2012_Amended_GA14Jun10.Eng.pdf The International Council on Social Welfare is a membership organization of social workers and other professionals committed to strengthening civil society’s participation in social welfare and social development. Although it does not provide a vision statement for social work, it is committed to the following allied objectives: • Promote forms of social and economic development which aim to reduce poverty, hardship and vulnerability, especially amongst disadvantaged people. • Strive for recognition and realisation of fundamental rights to employment, income, food, shelter, education, health care and security. • Promote equality of opportunity, freedom of expression, freedom of association, participation and access to human services and oppose discrimination. • Promote policies and programmes which strike an appropriate balance between social and economic goals and which respect cultural diversity. • Strengthen civil society throughout the world to achieve these objects. • Seek implementation of these objects by governments, international organisations and non-governmental agencies in cooperation with its network of member organisations.

17. Strategy Two: Social Work Values from an International Perspective: Introduction • Our understanding of social work values comes from a variety of sources. • Statements about the values of social work vary in many ways, including: • Organizations framing the statement • Framing of values and relative priority • Implications for social work practice • Implications for ethics guiding social work practitioners • After reviewing and discussing the content of the national and international organizational statements, • Which statements do you find most similar, and which most different from your view of the values of the profession? Why? • Which values appear most important in each statement? Why do you think they vary? • How do you integrate these values in your actual generalist social work practice? How might you do this in the future?

18. Social Work Values: CSWEhttp://www.cswe.org/File.aspx?id=13780 Values of the Social Work Profession (U.S. Council on Social Work Education, 2008) Educational Policy 1.1—Values • Service, social justice, the dignity and worth of the person, the importance of human relationships, integrity, competence, human rights, and scientific inquiry are among the core values of social work. • These values underpin the explicit and implicit curriculum and frame the profession’s commitment to respect for all people and the quest for social and economic justice. (EPAS, 2008)

19. Social Work Values: NASW http://www.naswdc.org/pubs/code/code.asp From the Preamble of the NASW Code of Ethics: (National Association of Social Workers, 2008) • The mission of the social work profession is rooted in a set of core values. These core values, embraced by social workers throughout the profession’s history, are the foundation of social work’s unique purpose and perspective: • service • social justice • dignity and worth of the person • importance of human relationships • integrity • competence • This constellation of core values reflects what is unique to the social work profession. Core values, and the principles that flow from them, must be balanced within the context and complexity of the human experience.

20. Social Work Values: IFSW/IASSWhttp://www.iassw-aiets.org/international-definition-of-social-work Values of Social Work(International Federation of Social Workers & International Association of Schools of Social Work, 2001) • Social work grew out of humanitarian and democratic ideals, and its values are based on respect for the equality, worth, and dignity of all people. • Since its beginnings over a century ago, social work practice has focused on meeting human needs and developing human potential. Human rights and social justice serve as the motivation and justification for social work action. • In solidarity with those who are disadvantaged, the profession strives to alleviate poverty and to liberate vulnerable and oppressed people in order to promote social inclusion. Social work values are embodied in the professions national and international codes of ethics.

21. Strategy Three: International Case Studies and Assessment: Introduction • Tools for assessment, such as the genogram and ecomap can be used across regions and cultures because they are engaging strategies for collecting information through partnership with clients and are adaptable to work across system levels. • Using these tools provides the following learning opportunities: • Applying the purposeful use of assessment tools in practice • Demonstrating skills in applying particular assessment tools • Understanding the range of cross-national and cross-cultural family, community, and social systems, and the need for differential assessment strategies and intervention plans • After reviewing and developing genograms and ecomaps with families in the field, compare them with the two examples provided in this PowerPoint and consider the following: • In what ways do these families differ or show similarity in their pictures of generations and family compositions depicted in the genograms? • In what ways do these families differ or show similarity in their pictures of community connections and resources depicted in the ecomaps? • What possible cultural, political, and social elements might contribute to these similarities and differences? What do these genograms and ecomaps suggest about how the tools can be used in assessment?

22. International Case Studies: Genograms and Ecomaps as Assessment Tools • Genograms (McGoldrick, Gerson & Petry, 2008) are primarily family trees that can also be used for a range of system sizes, including the history of families and communities over time. With a family as the unit of attention, students can draw the family relationships over generations that they can glean from selected case studies, or in person with clients. Students can also consider how this tool could be used in engagement and how they would proceed to implement this assessment strategy in diverse settings. Role plays are useful in learning this approach, especially those presenting an assessment partnership approach for the worker and clients. • Ecomaps (Hartman, 1995) depict relationships at a chosen moment in time. They can be saved, redrawn, and used on an ongoing basis as a practice intervention and record, and can be powerful tools of engagement. They can also diagram the relationships of a community or neighborhood with the wider environment. Developed originally for use in child welfare, ecomaps have since become highly useful across settings and populations and can be used for work internationally with individuals, families, groups, communities, and organizations (Forgey, Cohen & Chazin, 2003).

23. International Case Studies: Example from Ho Chi Min City, Vietnam • The BA Family Case Study is drawn from a curriculum development seminar at Open University in Vietnam. The purpose of the seminar was to advance the social work curriculum through exploring, critiquing, and revising social work educational content and teaching strategies. • Vietnamese faculty participants identified and shared case studies from practice and worked with these case studies throughout the 2 week program. • In developing the genogram and ecomap, the following was known about the BA Family, and then elaborated through role plays, etc.: • The family lives in central Ho Chi Min City. • Mrs. BA has been caught stealing in the market on numerous occasions. • Mrs. BA and Mr. BA are separated, with periodic episodes of spousal abuse by Mr. BA. • There are five children, with ages ranging from 11–25. • One child, SAU, age 11, is very shy and having difficulty making friends at school, came to the attention of the social worker.

24. International Case Studies: Genogram Example from Ho Chi Min City, Vietnam BA Family Genogram (Forgey, Cohen & Chazin, 2003)

25. International Case Studies: Ecomap Example from Ho Chi Min City, Vietnam BA Family Ecomap (Forgey, Cohen & Chazin, 2003)

26. International Case Studies: Example from New York City, United States • The Anne M. Family Case Study is one of three family cases that are part of the Real Cases Project (2012), drawn from the New York City Administration for Children’s Services’ Child Stat Program, an innovative, agency-wide case review process. These cases and accompanying teaching guides are part of the ongoing Real Case Project, a collaboration of NYC ACS and the New York City Social Work Education Consortium. The full case study and the Generalist Social Work Practice Guide is available at: http://socialwork.adelphi.edu/realcases/ • Summary of the Case Study Anne M. is a 32-year-old woman employed for the past year as a secretary, earning about $30,000 a year, and married to Peter M. for 7 years. They have two children, Thomas, 6 years old, and Megan, 3 years old.  Peter is an insurance agent who earns approximately $70,000 a year. Peter and the two children are all U.S. citizens.  Anne, who was born in Jamaica, is a permanent resident of the United States. Peter's family is also from Jamaica, but he was born in the City.  They are both Episcopalians. The family came to the attention of a social worker from the hospital that treated Ms. M. for injuries resulting from the beatings inflicted on her by her husband during their vacation in Jamaica, who is concerned about the mother's capacity to care for and protect the children. The children were present during the father's attacks on their mother. Since the Domestic Violence incident and subsequent return to the States, Mr. M. has been living in an apartment he co-owns with his mother in Brooklyn. Reports from the police department revealed two prior domestic violence incidents in which Mr. M. was named as the suspect in 2002 and 2003.

27. International Case Studies: Genogram Example from NYC, United States Peter Anne 32 39 Peter Anne M. Taylor M. Thomas Megan 3 6 Thomas Megan M. M. • Anne M. Family Genogram (Cohen, Gimein, Kollar & Bulin, 2010).

28. International Case Studies: Ecomap Example from NYC, United States • Anne M. Family Ecomap

29. Resources for Developing Teaching Strategies for Generalist Social Work Practice: Websites • U.S. Council on Social Work Education: www.cswe.org • U.S. National Association of Social Workers: www.naswdc.org • International Association of Schools of Social Work: http://www.iassw-aiets.org/ • International Federation of Social Workers: www.ifsw.org • International Council of Social Welfare: http://www.icsw.org/ • Real Cases Project: http://socialwork.adelphi.edu/realcases/ • CSWE Katherine A. Kendall Institute for International Social Work: http://www.cswe.org/CentersInitiatives/KAKI.aspx • CSWE Center for Diversity and Social & Economic Justice: http://www.cswe.org/CentersInitiatives/Diversity.aspx

30. Resources for Developing Teaching Strategies for Generalist Social Work Practice: Professional Literature • Early, T. J., & Glenmaye, L. F. (2000). Valuing families: Social work practice with families from A strengths perspective. Social Work, 45(2), 118–130. • Estes, R. J. (2008). United States-based conceptualization of international social work education. Alexandria, VA: Council on Social Work Education. • Gilgun, J. F. (2005). The ecosystem perspective and the use of knowledge. In B. R. Compton, B. Galoway, & B. R. Cournoyer. Social work processes (7th Ed.; pp. 23–65). Pacific Grove, CA: Brooks/Cole. • Hodge, D. R. (2005). Spiritual ecograms: A new assessment instrument for identifying clients’ strengths in space and across time. Families in Society, 86(2), 287–296. • Hokenstad, M .C., & Midgley, J. (Eds.). (2004). Lessons from abroad: Adapting international social welfare innovations. Washington, DC: NASW Press. • IFSW/IASSW/ICSW. (2012). The global agenda for social work and social development: Commitment to action. • Jones, D. N., & Truell, R. (2012). The global agenda for social work and social development: A place to link together and be effective in a globalized world. International Social Work, 55(4), 454-472. • Rotabi, K. S., Gammonley, D., Gamble, D. N., & Weil, M. O. (2007). Integrating globalization into the social work curriculum. Journal of Sociology & Social Welfare, 24(2), 165–185. • Sowers, K. M., & Rowe, W. S. (2007). Social work practice & social justice: From local to global perspectives. Belmont, CA: Thomson, Brooks Cole.

31. References Cited in This Guide Cohen, C. S., Gimein, T., Kollar, S., & Bulin, T. (Eds.). (2010). Real cases: Integrating child welfare practice across the social work curriculum. New York, NY: New York City Social Work Education Consortium. Cohen, C. S., Doel, M., Wilson, M., Quirke, D., Ring, K. A., & Abbas, S. R. (2012). Global group work: Honouring processes and outcomes. Groupwork, 22 (2), 7–27. Forgey, M. A., Cohen, C. S., & Chazin, R. (2003). Surviving translation: Teaching the essentials of foundation social work practice in Vietnam. Journal of Teaching in Social Work, 23(1/2), 147–166. Gray, M. (2005). Dilemmas of international social work: Paradoxical processes in indigenisation, universalism and imperialism. International Journal of Social Welfare, 14, 231–238 Gray, M., & Fook, J. (2004). The quest for a universal social work: Some issues and implications. Social Work Education. 23, 625–644 Gray, M., & Webb, S. A. (2008). The myth of global social work: Double standards and the local-global guide. Journal of Progressive Human Services,19(1), 61–66. Hartman, A. (1995). Diagrammatic assessment of family relationships. Families in Society: The Journal of Contemporary Human Services, 76(2), 111–122. McGoldrick, M., Gerson, R., & Petry, S. (2008). Genograms: Assessment and intervention. New York, NY: W. W. Norton & Co. Schwartz, W. (1969). Private troubles and public issues: One job or two? Social Welfare Forum. New York, NY: Columbia University Press.

32. Thanks for Using This Guide For further information, feedback, and additional ideas about internationalizing generalist social work practice, please contact Carol S. Cohen, Associate Professor Adelphi University School of Social Work One South Avenue, Garden City, NY 11530 516.877.4427 cohen5@adelphi.edu Information about the CSWE Council on Global Learning, Research and Practice is available at: www.cswe.org