Education in social work

One of the well-known ways in which social workers engage service participants with valuable information is through psychoeducation.[1] Psychoeducation "reflects a paradigm shift to a more holistic and competence-based approach, stressing health, collaboration, coping, and empowerment".[1] This method can be used within individual and community wide interactions but consistently focuses on service participant's strengths.[1] It is a model that allows the social worker to provide the service participant with information necessary to make an informed decision that will allow them to reach their respective goals.

Within the educational setting, social workers can provide valuable information through Parent Universities (PU). Boston Public School's (BPS) Focus on Children Program facilitates a PU for parents of children in the school district.[2] PU focuses on child development, content children are learning in school, parent and child advocacy, parental leadership and effective parenting skills.[2] The goal of the program is to provide parents with information that is beneficial for their children's academic success and their own personal and professional development.[2] These classes are free to all parents with children in BPS and take place on select Saturdays throughout the year.[2] A model such as this could be a great forum for social workers, including school social workers, to work with parents in regards to their child's academic needs.

Washtenaw Interfaith Coalition for Immigrant Rights (WICIR) is an organization co-founded by University of Michigan social work professor, Laura Sanders and numerous other community volunteers.[3] WICIR has been instrumental in leading the immigrant rights campaign in Washtenaw County, Michigan. This organization developed a volunteer urgent response team in response to a brutal immigration raid in 2008. It provides advocacy for families affected by increased immigration enforcement, Know Your Rights education to the immigrant community, ally education, and leads political actions toward local policy changes that affect immigrants and immigration reform.[3] Recently WICIR has provided training to empower immigrant community members to speak in public and to policy makers on behalf of policy reforms, advocate for the community and help other immigrant families. Educational materials and workshops are provided in both English and Spanish.[3] WICIR's use of creative and empowering educational sessions, provide in both English and Spanish has allowed them to be inclusive and responsive the community's needs.

The NASW Code of Ethics places emphasis on the importance of the Social Work profession being sensitive, aware and culturally competent (1.05) while building partnership with participants.[4] The notion of cultural competency is being discussed; a new terminology suggests using cultural humility vs. cultural competency.[5] These authors suggest that cultural humility is more sustainable and incorporates a lifelong commitment to self-evaluation and growth. The importance of bringing this to attention right away is to highlight that language use is extremely important when interacting with participants. Checking our use of language as professionals have powerful impacts on our relationships. Furthermore, our use of language can either perpetuate hierarchy or help to minimize it. If our goal as Social Workers is to empower participants, minimizing hierarchy is one way to develop more meaningful and equal relationships.

One way to limit hierarchy and cultural imperialism together is through community or peoples education. This form of education differs from that of dominant education by including voices that are frequently left out. This is examined and explained in depth by the educator and philosopher Paulo Freire. In his most influential book " Pedagogy of the Oppressed".[6] Freire pioneered the critical pedagogy movement. Rather than using a traditional top down approach while educating, Freire believed in a bottom up approach.[6] With this shift in power- dynamics, educators including social workers will be more likely to realize the strengths of the people they are working with, rather than assuming that as professionals, we hold all the answers. This is extremely important for Social Workers to be aware of, because this philosophy fosters empowerment. Our role as Social Workers is not to simply provide services, but to help others develop positive self-esteem.

Another example of this was Howard Zinn's "A People's History of America". Zinn believed that the dominant narrative being taught in schools was excluding the voice and contributions of marginalized populations.[7] While looking for ways to incorporate people's education, one tool that exists is the Zinn Education Project. On this website educators can find critical resources which focus on the voices of oppressed and marginalized groups. This website contains hundreds of resources free of charge. Using tools such as this are beneficial for both the Social Worker and the participant.

When facilitating or participating in education that challenges dominant narratives, it is important to be aware of one's own social identity. Our identities are extremely complex and intersect with various aspects of our ascribed status (one assigned to you) and our achieved status (one that is "earned"). Reflecting and analyzing our own identities and status can help us foster a deeper understanding and respect for those around us. Being critical is an absolute necessity when engaging in alternative narratives.

While facilitating or educating it is important to set the mood of the group. This is usually done through having an icebreaker before beginning the educational activity. This helps individuals warm up and get to know each other before discussing difficult issues, such as ones that challenge the dominant narrative. Many resources exist for icebreakers, but you can also develop your own based on your education plan and the group you are working with. After the discussion it is important to have some sort of closure for the group. Discussing alternatives to a dominant narrative can be eye opening, empowering or uncomfortable for some. It is beneficial to discuss how individuals are feeling so that you can tailor future discussions to the needs of the group.

Several organizations provide supplemental materials and guides for social work professionals that educate. Some of the most comprehensive resources are available from university social work departments and non-profit organizations. Some examples of this include the Council on Social Work Education and the State University of New York School of Social Work. The CSWE Gero-Ed Center lists a practice guide for social workers educating certain or audiences that includes class exercises, assignments, case studies, and history.