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The Learning Institute: Promoting Social Justice Advocacy within a Continuing Education Program

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Title: The Learning Institute: Promoting Social Justice Advocacy within a Continuing Education Program
Language: English
Authors: Rice, Karen, Girvin, Heather, Frank, Jennifer, Foels, Leonora
Source: Journal of Teaching in Social Work. 2016 36(4):380-389.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 10
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Social Justice, Advocacy, Professional Continuing Education, Social Work, Formative Evaluation, Integrated Activities, Social Change, Well Being, Institutes (Training Programs), Student Attitudes, Teacher Attitudes, Counselor Attitudes, College Programs, Graduate Students, Undergraduate Students, Surveys
Geographic Terms: Pennsylvania
DOI: 10.1080/08841233.2016.1200704
ISSN: 0884-1233
Abstract: The pursuit of social justice is an overarching framework that defines the social work profession. The goals of macro social work practice are centered on issues of social justice with strategies that include changing community conditions and creating a sense of solidarity, with particular emphasis on broadening the opportunities for marginalized populations. Given the natural alignment between social justice and macro social work practice, the exclusion of macro practice content in educational experiences should concern social workers and educators alike. The Learning Institute emerged in large part from a school's shared concern with the micro/macro dichotomy that often characterizes the profession, as well as the faculty's commitment to renewing the profession's dedication to our social justice mandate. Results from this formative assessment clearly suggest that participants in the Learning Institute series may have experienced bifurcated education, exposure, and training to social justice advocacy on the macrolevel. Implications for future research and continuing education are discussed.
Abstractor: As Provided
Number of References: 28
Entry Date: 2016
Accession Number: EJ1113278
Database: ERIC
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  Value: <anid>AN0117922098;8am01sep.16;2019Feb13.14:17;v2.2.500</anid> <title id="AN0117922098-1">The Learning Institute: Promoting Social Justice Advocacy Within a Continuing Education Program. </title> <p>The pursuit of social justice is an overarching framework that defines the social work profession. The goals of macro social work practice are centered on issues of social justice with strategies that include changing community conditions and creating a sense of solidarity, with particular emphasis on broadening the opportunities for marginalized populations. Given the natural alignment between social justice and macro social work practice, the exclusion of macro practice content in educational experiences should concern social workers and educators alike. The Learning Institute emerged in large part from a school's shared concern with the micro/macro dichotomy that often characterizes the profession, as well as the faculty's commitment to renewing the profession's dedication to our social justice mandate. Results from this formative assessment clearly suggest that participants in the Learning Institute series may have experienced bifurcated education, exposure, and training to social justice advocacy on the macrolevel. Implications for future research and continuing education are discussed.</p> <p>Keywords: Continuing education; Learning Institute; macro practice; social justice advocacy; social work</p> <p>The National Association of Social Workers ([<reflink idref="bib17" id="ref1">17</reflink>]) has asserted that the pursuit of social justice is an overarching responsibility that defines our profession's work. The Council on Social Work Education ([<reflink idref="bib5" id="ref2">5</reflink>]) supported this mandate, requiring that social work education provide ample opportunities for students to develop competence related to advocacy and the pursuit of social equity. Despite the professional and educational endorsement of the <emph>idea</emph> of social justice, and the explicit articulation of this objective as our profession's distinguishing characteristic, education and training related to social justice and social equity have been relegated to a secondary position in many social work program curricula, and professional trends suggest that real-world practice may have lost sight of this mandate, as well (Ferguson, [<reflink idref="bib10" id="ref3">10</reflink>]; Van Voorhis & Hostetter, [<reflink idref="bib27" id="ref4">27</reflink>]). However, students have not abandoned their interest in social justice and, in fact, see their professional function as vital to the confrontation of social injustices and oppression (Findlay & McCormack, [<reflink idref="bib11" id="ref5">11</reflink>]; Rotabi, Gammonley, Gamble, & Weil, [<reflink idref="bib20" id="ref6">20</reflink>]). Indeed, it seems that their interest is keen and their awareness of their social justice obligation is infused with pride. The challenge, however, is that course content typically meets this interest at the "value level," underscoring the importance of social justice but failing to provide content that specifically addresses interventions for effective macro practice driven by principles of social justice (Aponte, [<reflink idref="bib1" id="ref7">1</reflink>]; Schmitz, Stakeman, & Sisneros, [<reflink idref="bib22" id="ref8">22</reflink>]).</p> <p>Postsecondary professional development could offer opportunities to offset these trends. Continuing education (universally required now for social work licensure renewal) could address the dearth of training related to both macrolevel practice and social justice. Nevertheless, typical continuing education offerings reflect current professional trends: They focus on direct-practice, microlevel intervention strategies and/or raise issues related to diversity but fall short of providing adequate macrolevel intervention strategies, instead emphasizing the development of effective micro practice skills in the context of an increasingly diverse client population (Schmitz et al., [<reflink idref="bib22" id="ref9">22</reflink>]).</p> <hd id="AN0117922098-2">Literature Review</hd> <p>Over the years, social work has struggled with establishing a consistent and coherent professional identity. In part, the difficulty can be traced to the divergent roots of the profession (Austin, Coombs, & Barr, [<reflink idref="bib2" id="ref10">2</reflink>]; Epple, [<reflink idref="bib9" id="ref11">9</reflink>]). Although the Charity Organization Society (COS) and the Settlement House Movement (SHM) both sought to deal with the issues of those experiencing societal oppression, they did so from very different viewpoints.</p> <p>The casework performed by "friendly visitors" exemplified the application of Scientific Charity (Speizman, [<reflink idref="bib26" id="ref12">26</reflink>]). Through this modality, the COS attempted to provide a systematic method for professionally assessing the needs of the disadvantaged. Although labeling the COS as paternalistic often undermines the genuineness of their motivations, the work of the COS has been noted for its primary focus on the individual and as the precursor to micro clinical practice.</p> <p>Conversely, the SHM emphasized the power of recognizing the collective good through its focus on community building and empowerment. In the context of functional communities, where diversity and strengths were celebrated, the SHM focused on creating broader societal changes in light of the needs of the groups with whom they worked (Netting, Kettner, & McMurtry, [<reflink idref="bib18" id="ref13">18</reflink>]). The work of the SHM has been touted for its primary focus on the community and as the precursor to community-based macro practice.</p> <hd id="AN0117922098-3">False Dichotomy</hd> <p>Although the COS is oft cited as the root of the micro arm of the social work profession, its attempts to systematize aid through a process of community collaboration cannot solely be construed as microlevel work. In addition to the use of individual casework, the COS sought to coordinate pockets of charitable aid within the community (Netting et al., [<reflink idref="bib18" id="ref14">18</reflink>]; Speizman, [<reflink idref="bib26" id="ref15">26</reflink>]). Although the desire to add consistency and rigor to methods of decision making in applying aid was to help ensure that the "imposter" would not usurp an unwarranted portion of already-limited community resources, these were markedly macrotype activities (Netting et al., [<reflink idref="bib18" id="ref16">18</reflink>]). Similarly, although the SHM is often heralded as the root of macro social work, work with individuals in the context of residential communities, using micro skills and case advocacy, was always present. Further, although the divide in the social work profession often has been traced to these divergent professional origins, the educational setting (Shdaimah & McCoyd, [<reflink idref="bib23" id="ref17">23</reflink>]) and contemporary practice narratives (Vodde & Galiant, [<reflink idref="bib28" id="ref18">28</reflink>]) may have further reified this divide.</p> <hd id="AN0117922098-4">Fostering the Divide</hd> <p>In addition to the common narrative just cited, regarding the origins of the profession, the great divide between micro and macro work is fostered through social work education and professional terminology. According to Austin et al. ([<reflink idref="bib2" id="ref19">2</reflink>]), the tension and strain between micro and macro social work practice has been "perpetuated in agencies and academia" (p. 27). Indeed, social work educators often are situated in opposing camps and identified as micro, to the exclusion of macro, or vice versa (Shdaimah & McCoyd, [<reflink idref="bib23" id="ref20">23</reflink>]). Articulated divisions and obvious omissions in curricula clearly accentuate this divide (Specht & Courtney, [<reflink idref="bib25" id="ref21">25</reflink>]).</p> <p>Common uses of professional terminology also have contributed to these professional divisions. According to Hill, Ferguson, and Erickson ([<reflink idref="bib13" id="ref22">13</reflink>]), social workers engaging in macro activities tend not to embrace social work as a professional identity but rather opt for the titles specific to the work they do (e.g., community organizer, policy analyst). Similarly, social workers engaged in micro work frequently choose to identify themselves as clinicians or therapists. These titles tend to further divide the profession.</p> <hd id="AN0117922098-5">Why a Focus on Micro Causes Concern</hd> <p>Not only does the lack of integration and continuity between the micro and macro professional bookends raise cause for concern, but also there often is a real or perceived bias in favor of micro practice (and clinical modalities) to the exclusion of macro practice (Specht & Courtney, [<reflink idref="bib25" id="ref23">25</reflink>]). According to Hill et al. ([<reflink idref="bib13" id="ref24">13</reflink>]), macro practice frequently is not viewed as the central focus of either social work practice or social work education. Calling this phenomenon an "imbalance," Rothman and Mizrahi ([<reflink idref="bib21" id="ref25">21</reflink>]) observed that efforts are being made (and should be made) to promote the application of macro work in the classroom and in the field (p. 91).</p> <p>In their discussion of an innovative model for teaching macro practice to social work students, Edmonds-Cady and Sosulski ([<reflink idref="bib8" id="ref26">8</reflink>]) highlighted specific challenges to teaching and emphasizing macro work, such as the nonlinear fashion of social change, the difficult work of creating community relationships, and the time constraints embedded in the academic calendar. The result is a focus on micro work, where skills are easier to practice in the context of the classroom. Nevertheless, to prepare future social workers, proper training in macro practice today is essential (Edmonds-Cady & Sosulski, [<reflink idref="bib8" id="ref27">8</reflink>]). According to Specht and Courtney ([<reflink idref="bib25" id="ref28">25</reflink>]), dealing with individuals through primarily individual psychotherapy fails to consider contextual factors that contribute to ongoing social injustice.</p> <p>The social work profession's ethical commitment to social justice (National Association of Social Workers, [<reflink idref="bib17" id="ref29">17</reflink>]) requires social work educators and practitioners to keep a watchful eye on structures in society that may serve to marginalize the vulnerable (Bent-Goodley, [<reflink idref="bib3" id="ref30">3</reflink>]). Looking back, both the COS and SHM held high that same definition and vision of social justice. As social workers, we naturally must be concerned about any division or imbalance that compromises the integrity of our social justice mandate.</p> <hd id="AN0117922098-6">Integration of Micro and Macro for Social Justice</hd> <p>Given the natural alignment between social justice and macro social work practice, the exclusion of macro practice content in educational experiences should give pause and concern to social workers and educators alike. Austin and colleagues ([<reflink idref="bib2" id="ref31">2</reflink>]) suggested that the person-in-environment perspective, which dates back to the work of the settlement house movement, is the common thread between the micro and macro foci of the profession. Vodde and Galiant ([<reflink idref="bib28" id="ref32">28</reflink>]) cited Mills's ([<reflink idref="bib16" id="ref33">16</reflink>]) call for a connection between the micro and macro (using the "sociological imagination") and suggested a model to blend the two. Rothman and Mizrahi ([<reflink idref="bib21" id="ref34">21</reflink>]) have issued a call for action in balancing micro and macro practice, as well.</p> <hd id="AN0117922098-7">The Learning Institute: Global Well-Being and Social Change</hd> <p>In 2013, the Millersville University School of Social Work in Pennsylvania launched its continuing education program, titled The Learning Institute: Global Well-Being and Social Change, in an effort to promote global citizenship by raising awareness around social issues and enhancing advocacy skills in order to foster social justice. From survey data, each year a theme is chosen to guide the planning of the Learning Institute events. These themes reflect the Learning Institute's dedication to social justice and have included youth violence, sexual exploitation of women and children, and poverty and human need. In calls for proposals and related materials, these issues are framed as ones that are shared but differentially experienced by marginalized groups from around the world. The Learning Institute hosts monthly continuing education workshops and trainings that align with the theme and offers these to students, educators, and community members.</p> <p>In addition to offering continuing education units that can be applied toward licensure renewal, the intent of the Learning Institute is to offer knowledge and skills that will support all levels of social work practice. Early in the year, the continuing education events tend to be knowledge based, and progress to skill development, with content that reflects micro, mezzo, and macro advocacy and interventions. The yearlong events culminate at the end of the academic year, followed by an international conference in early summer with local, state, national, and international participants. This conference is used to reinforce the Learning Institute's global framework and its commitment to global citizenship and social justice. In addition to a keynote and plenary speaker, there are a number of continuing education workshops from which participants may choose. Presentations reflect content related to the selected theme and depict the varying manifestations of the same social issue across the globe.</p> <p>The Learning Institute emerged in large part from the school's shared concern with the micro/macro dichotomy that characterizes the profession, as well as the faculty's commitment to renewing the profession's dedication to social justice. This study summarizes data gathered to explore this concern. Next we discuss findings and their role in shaping the Learning Institute's future planning.</p> <hd id="AN0117922098-8">Method</hd> <p></p> <hd id="AN0117922098-9">Sample</hd> <p>The sample comprises 69 individuals who participated in the first Learning Institute's monthly events, excluding the annual conference, during the 2013–14 academic year and who chose to complete the survey following each event. Ninety-nine total individuals participated in the events, thus the sample size of 69 represents a 70% response rate. Participants (see Table 1) were predominantly students (<emph>n </emph>= 6, 81.2%), women (<emph>n </emph>= 61, 88.4%), non-Hispanic/Latino (<emph>n </emph>= 58, 84.1%), White/Caucasian (<emph>n </emph>= 50, 73.5%), and on average 25 years old (<emph>SD </emph>= 9.01). (The 13 nonstudents comprised educators and practitioners.) The students represent graduate and undergraduate students from across many disciplines, including but not limited to social work, psychology, sociology, criminology, and international studies.</p> <p>Table 1. Sample Demographics.</p> <p> <ephtml> <table><thead><tr><td>Demographics</td><td>N</td><td>%</td></tr></thead><tbody><tr><td>Educational status</td><td /><td /></tr><tr><td>Student</td><td>56</td><td>81.2%</td></tr><tr><td>Nonstudent</td><td>13</td><td>18.8%</td></tr><tr><td>Gender</td><td /><td /></tr><tr><td>Male</td><td>8</td><td>11.6%</td></tr><tr><td>Female</td><td>61</td><td>88.4%</td></tr><tr><td>Ethnicity</td><td /><td /></tr><tr><td>Hispanic/Latino</td><td>10</td><td>14.5%</td></tr><tr><td>Non-Hispanic/Non-Latino</td><td>58</td><td>84.1%</td></tr><tr><td>Race</td><td /><td /></tr><tr><td>Black/African American</td><td>11</td><td>16.2%</td></tr><tr><td>White/Caucasian</td><td>50</td><td>73.5%</td></tr><tr><td>Native American</td><td>3</td><td>4.4%</td></tr><tr><td>Asian American</td><td>1</td><td>1.5%</td></tr><tr><td>Other</td><td>3</td><td>4.4%</td></tr></tbody></table> </ephtml> </p> <p>2 <emph>Note</emph>. Difference in total sample size is due to participants choosing not to respond to questions related to ethnicity and race. Age <emph>M</emph> = 25 (<emph>SD</emph> = 9.01).</p> <hd id="AN0117922098-10">Data Collection</hd> <p>Individuals who participated in the initial Learning Institute's events were provided a survey upon registering for the continuing education training and asked to complete it and hand it in by the end of the 1-hour presentation. Completion of the survey was voluntary, and those who chose to participate deposited it in a box as they exited the venue. Approval to conduct the study was obtained from the university's Institutional Review Board, and confidentiality was maintained to avoid identifying the individual completing the survey. The instrument comprised 12 demographic questions (e.g., gender, race, age, education status) and the Social Justice Advocacy Scale (Dean, [<reflink idref="bib6" id="ref35">6</reflink>]). There are four subscales that compose the overall Social Justice Advocacy Scale: Collaborative Action (α = .92), Social/Political Advocacy (α = .91), Client Empowerment (α = .76), and Client/Community Advocacy (α = .76). The scale comprises 43 questions with Likert-style response options ranging from 1 (<emph>not at all true</emph>) to 7 (<emph>totally true</emph>). The Collaborative Action subscale comprises 20 questions and measures the degree to which participants build relationships with community groups and social justice advocates, as well as raise their awareness about social injustices. The Social/Political Advocacy subscale, comprising seven questions, measures the degree to which participants engage in social/political advocacy to influence political processes or public policy toward socially just legislation. Eight questions make up the Client Empowerment subscale, which measures the degree to which participants have the ability to identify the effects of social injustices on clients and their ability to help the client to develop skills for self-advocacy. The final subscale, Client/Community Advocacy, assesses the degree to which participants use their advocacy skills to benefit the client and the extent to which they understand how social issues affect their client. Eight questions make up this fourth subscale.</p> <hd id="AN0117922098-11">Data Analysis</hd> <p>Cronbach's alpha was performed to assess internal reliability consistency (see Table 2). Descriptive statistics were performed to conduct a formative assessment of individuals' commitments to macro practice and social justice advocacy, as operationalized by the Social Justice Advocacy Scale. Further, independent sample <emph>t</emph> tests were conducted to determine whether there were any mean differences in outcome variables (four subscales) between students and nonstudents.</p> <p>Table 2. Internal Reliability Consistency.</p> <p> <ephtml> <table><thead><tr><td>Social Justice Advocacy subscales</td><td>á</td></tr></thead><tbody><tr><td>Collaborative Action</td><td>.922</td></tr><tr><td>Social/Political Advocacy</td><td>.817</td></tr><tr><td>Client Empowerment</td><td>.618</td></tr><tr><td>Client/Community Advocacy</td><td>.592</td></tr></tbody></table> </ephtml> </p> <hd id="AN0117922098-12">Results</hd> <p>Two of the four subscales were found to be in the suitable range (α = .70 or above) as recommended by de Vaus ([<reflink idref="bib7" id="ref36">7</reflink>]). The other two, although less than.70, show acceptable internal reliability, ranging from.592 to.618.</p> <p>Table 3 displays the findings of participants' overall mean on each subscale. The means range from a high of 5.79 (<emph>SD </emph>= .85) for Client/Community Advocacy to a low of 2.89 (<emph>SD </emph>= 1.34) for Social/Political Advocacy.</p> <p>Table 3. Group Mean Outcomes.</p> <p> <ephtml> <table><thead><tr><td>Social Justice Advocacy subscales</td><td><italic>M</italic></td><td><italic>SD</italic></td></tr></thead><tbody><tr><td>Collaborative Action</td><td>3.68</td><td>1.25</td></tr><tr><td>Social/Political Advocacy</td><td>2.89</td><td>1.34</td></tr><tr><td>Client Empowerment</td><td>4.71</td><td>1.98</td></tr><tr><td>Client/Community Advocacy</td><td>5.79</td><td>0.85</td></tr></tbody></table> </ephtml> </p> <p>There was no statistically significant difference between students and nonstudents on either outcome variable (see Table 4): Collaborative Action (<emph>t </emph>= −1.32, <emph>p </emph>= .193), Social/Political Advocacy (<emph>t </emph>= −1.51, <emph>p </emph>= .136), Client Empowerment (<emph>t </emph>= -.599, <emph>p </emph>= .551), Client/Community Advocacy (<emph>t </emph>= .719, <emph>p </emph>= .475).</p> <p>Table 4. Outcome Differences Between Students and Nonstudents.</p> <p> <ephtml> <table><thead><tr><td /><td>Student</td><td>Nonstudent</td><td /><td /></tr><tr><td>Social Justice Advocacy subscales</td><td><italic>N</italic></td><td><italic>M</italic></td><td><italic>SD</italic></td><td><italic>N</italic></td><td><italic>M</italic></td><td><italic>SD</italic></td><td><italic>t</italic></td><td><italic>p</italic></td></tr></thead><tbody><tr><td>Collaborative Action</td><td>49</td><td>3.58</td><td>1.17</td><td>11</td><td>4.13</td><td>1.54</td><td>−1.32</td><td>.193</td></tr><tr><td>Social/Political Advocacy</td><td>50</td><td>2.76</td><td>1.23</td><td>12</td><td>3.40</td><td>1.68</td><td>−1.51</td><td>.163</td></tr><tr><td>Client Empowerment</td><td>50</td><td>4.64</td><td>2.11</td><td>12</td><td>5.02</td><td>1.36</td><td>−.599</td><td>.551</td></tr><tr><td>Client/Community Advocacy</td><td>47</td><td>5.83</td><td>0.86</td><td>11</td><td>5.63</td><td>0.80</td><td>.719</td><td>.475</td></tr></tbody></table> </ephtml> </p> <hd id="AN0117922098-13">Discussion</hd> <p>The purpose of this study was to assess students' current focus on macro social work practice and the incorporation of our profession's social justice mandate into their work. Further, the study explored whether there was a difference between students and nonstudents with respect to these outcomes.</p> <p>Results from this formative assessment suggest that participants in the Learning Institute series may have experienced the bifurcated education, exposure, and training as just described, as participants acknowledged engaging more in client empowerment and client/community advocacy (microlevel advocacy) rather than in collaborative action and social/political advocacy (macrolevel advocacy). Ferguson ([<reflink idref="bib10" id="ref37">10</reflink>]) warned that in order for our profession to thrive, we must reclaim our social justice mandate and rediscover our humanity. Therefore, the need for increased training related to advocacy and social justice seems clear. As our postsecondary educational institutions struggle to accommodate an advocacy and social justice mandate, it may well be that continuing education programs offer promising avenues to address the micro/macro split and return advocacy and social justice to the center of social work practice.</p> <p>It would be inaccurate, however, to suggest that social work curricula are bereft of social justice advocacy content. Kam Kwong ([<reflink idref="bib14" id="ref38">14</reflink>]) reminded us that social justice and its links to practice remain present in BSW and MSW curricula; however, the link is predominately between social justice and micro practice. For many students, the clinical leanings of the curricula and their own lack of real-world experiences may coalesce to foster an overattentiveness to social justice concerns as reflected in direct micro practice. O'Brien ([<reflink idref="bib19" id="ref39">19</reflink>]) echoed this characterization of social work education and stated that social workers' social justice advocacy has been weak in public policy and social change. Our own research findings reflect these trends.</p> <p>Continuing education events hosted by the Learning Institute offset the perceived micro bias of the social work curricula. Invited speakers and scholarly presenters were vetted through a global social justice lens (e.g., presenters were asked to frame their workshops utilizing a social justice lens). Students bring their often newly acquired social justice frame of reference, and practitioners provide a lived perspective. As students and practitioners interact in the context of events, a mutually beneficial synergy occurs. Practitioners are reminded of the importance of social justice advocacy, and students are provided with real-life examples of structural barriers at macro/mezzo levels that require systemic advocacy. The potential of creating opportunities for collaborative learning between students and practitioners of course is not a new idea. Lundy ([<reflink idref="bib15" id="ref40">15</reflink>]) argued that organizations (such as the Learning Institute) need to take leadership roles in aiding professionals by linking their daily activities to social justice advocacy. Optimally, at Learning Institute continuing education events, practitioners are reengaged by students who are passionately committed to social justice, and students learn to operationalize and implement their ideals through interactions with seasoned professional practitioners.</p> <p>Further study is required to assess the extent to which we see increases in scores for participants in the Learning Institute events, especially along measures of collaborative action (building relationships with community groups for social justice advocacy) and social/political advocacy. Additional research also should explore the degree to which learning comes from the content of the Learning Institute Continuing Education events, and/or the interaction between the students and professionals, and whether lessons learned for these two cohorts differ.</p> <hd id="AN0117922098-14">Implications for Social Work Continuing Education</hd> <p>Results from this study would tend to support the need for more continuing education programs focusing on the integration of micro/macro social work practice, specifically the mandate to promote social justice advocacy. Such advocacy is relevant to a global society (Helms, [<reflink idref="bib12" id="ref41">12</reflink>]) because it is essential for us to engage in critical dialogue around both the prosperity and devastation caused by globalization. As Smith and Cheung ([<reflink idref="bib24" id="ref42">24</reflink>]) remind us, this training is essential because social workers can utilize the knowledge and skills gleaned to promote more effective decision making and resource allocation.</p> <p>The Learning Institute is oriented toward global issues, with the understanding that many social problems that affect "us" also affect "them." The Learning Institute model is to work to close the gap in dichotomous thinking. According to Corbett and Fikkert ([<reflink idref="bib4" id="ref43">4</reflink>]), the Western tendency to create dichotomies has resulted in the marginalization of groups, as well as in the artificial bifurcation of our intervention strategies between micro/macro. It seems plausible that a refocusing on global social issues—and our shared involvement in them—may provide a conceptual framework for training related to advocacy and social justice across all levels of practice, and continuing education may be one remedy that will prove to be as comprehensive as the need.</p> <ref id="AN0117922098-15"> <title> References </title> <blist> <bibl id="bib1" idref="ref7" type="bt">1</bibl> <bibtext> Aponte, C. L. (1995). Cultural diversity course model: Cultural competence for content and process. Arete, 20, 46–55.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref10" type="bt">2</bibl> <bibtext> Austin, M., Coombs, M., & Barr, B. (2005). Community-centered clinical practice: Is the integration of micro and macro social work practice possible? Journal of Community Practice, 13(4), 9–30. doi:10.1300/J125v13n04_02</bibtext> </blist> <blist> <bibl id="bib3" idref="ref30" type="bt">3</bibl> <bibtext> Bent-Goodley, T. (2014). Social work practice: Innovation and social justice for a changing world. Social Work, 59(2), 101–102. doi:10.1093/sw/swu006</bibtext> </blist> <blist> <bibl id="bib4" idref="ref43" type="bt">4</bibl> <bibtext> Corbett, S., & Fikkert, B. (2012). When helping hurts: How to alleviate poverty without hurting the poor ... and yourself. Chicago, IL: Moody.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref2" type="bt">5</bibl> <bibtext> Council on Social Work Education. (2015). Educational policy and accreditation standards. Alexandria, VA: Author.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref35" type="bt">6</bibl> <bibtext> Dean, J. K. (2009). Quantifying social justice advocacy competency: Development of the social justice advocacy scale. (Unpublished Doctoral Dissertation). Received from <ulink href="http://digitalarchive.gsu.edu/cps%5fdiss/40">http://digitalarchive.gsu.edu/cps%5fdiss/40</ulink></bibtext> </blist> <blist> <bibl id="bib7" idref="ref36" type="bt">7</bibl> <bibtext> de Vaus, D. (2009). Analyzing social science data: 50 key problems in data analysis. Thousand Oaks, CA: Sage.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref26" type="bt">8</bibl> <bibtext> Edmonds-Cady, C., & Sosulski, M. (2012). Applications of situated learning to foster communities of practice. Journal of Social Work Education, 48(1), 45–64. doi:10.5175/JSWE.2012.201000010</bibtext> </blist> <blist> <bibl id="bib9" idref="ref11" type="bt">9</bibl> <bibtext> Epple, D. (2007). Inter and intra professional social work differences: Social work's challenge. Clinical Social Work Journal, 35, 267–276. doi:10.1007/s10615-007-0098-0</bibtext> </blist> <blist> <bibtext> Ferguson, I. (2008). Reclaiming social work: Challenging neo-liberalism and promoting social justice. Thousand Oaks, CA: Sage.</bibtext> </blist> <blist> <bibtext> Findlay, M., & McCormack, J. (2007). Globalization and social work education and practice: Exploring Australian practitioners' views. Journal of Sociology and Social Welfare, 34, 123–142.</bibtext> </blist> <blist> <bibtext> Helms, J. E. (2003). A pragmatic view of social justice. The Counseling Psychologist, 31, 305–313. doi:10.1177/0011000003031003006</bibtext> </blist> <blist> <bibtext> Hill, K., Ferguson, S., & Erickson, C. (2010). Sustaining and strengthening a macro identity: The association of macro practice social work. Journal of Community Practice, 18, 513–527. doi:10.1080/10705422.2010.519684</bibtext> </blist> <blist> <bibtext> Kam Kwong, P. (2012). Back to the 'social' of social work: Reviving the social work profession's contribution to the promotion of social justice. International Social Work, 57, 723–740.</bibtext> </blist> <blist> <bibtext> Lundy, C. (2004). Social work and social justice. Ontario, Canada: Broadview Press.</bibtext> </blist> <blist> <bibtext> Mills (1959). The sociological imagination. New York, NY: Oxford University Press.</bibtext> </blist> <blist> <bibtext> National Association of Social Workers. (1999). Code of ethics. Washington, DC: Author.</bibtext> </blist> <blist> <bibtext> Netting, F., Kettner, P., & McMurtry, S. (2008). Social work macro practice (4th ed.). New York, NY: Pearson.</bibtext> </blist> <blist> <bibtext> O'Brien, M. (2010). Social justice: Alive and well (partly) in social work practice? International Social Work, 54, 174–190. doi:10.1177/0020872810382682</bibtext> </blist> <blist> <bibtext> Rotabi, K. S., Gammonley, D., Gamble, D. N., & Weil, M. O. (2007). Integrating globalization into the social work curriculum. Journal of Sociology and Social Welfare, 34, 165–185.</bibtext> </blist> <blist> <bibtext> Rothman, J., & Mizrahi, T. (2014). Balancing micro and macro practice: A challenge for social work. Social Work, 59(1), 91–93. doi:10.1093/sw/swt067</bibtext> </blist> <blist> <bibtext> Schmitz, C. L., Stakeman, C., & Sisneros, J. (2001). Educating professionals for practice in a multicultural society: Understanding oppression and valuing diversity. Families in Society: The Journal of Contemporary Social Services, 82, 612–622. doi:10.1606/1044-3894.160</bibtext> </blist> <blist> <bibtext> Shdaimah, C., & McCoyd, J. (2012). Social work sense and sensibility: A framework for teaching an integrated perspective. Social Work Education, 31(1), 22–35. doi:10.1080/02615479.2010.541237</bibtext> </blist> <blist> <bibtext> Smith, D. S., & Cheung, M. (2015). Research note—Globalization and social work: Influencing practice through continuing education. Journal of Social Work Education, 51, 583–594.</bibtext> </blist> <blist> <bibtext> Specht, H., & Courtney, M. (1994). Unfaithful angels: How social work has abandoned its mission. New York, NY: The Free Press.</bibtext> </blist> <blist> <bibtext> Speizman, M. (1965). Poverty, pauperism, and their cases: Some charity organization views. Social Casework, 46, 142–149.</bibtext> </blist> <blist> <bibtext> Van Voorhis, R. M., & Hostetter, C. (2006). The impact of MSW education on social worker empowerment and commitment to client empowerment through social justice advocacy. Journal of Social Work Education, 42, 105–121. doi:10.5175/JSWE.2006.200303147</bibtext> </blist> <blist> <bibtext> Vodde, R., & Galiant, J. (2002). Bridging the gap between micro and macro practice: Large scale change and a unified model of narrative-deconstructive practice. Journal of Social Work Education, 38, 439–458.</bibtext> </blist> </ref> <aug> <p>By Karen Rice; Heather Girvin; Jennifer Frank and Leonora Foels</p> <p>Reported by Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib17" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib10" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib27" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib11" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib20" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib22" firstref="ref8"></nolink> <nolink nlid="nl7" bibid="bib26" firstref="ref12"></nolink> <nolink nlid="nl8" bibid="bib18" firstref="ref13"></nolink> <nolink nlid="nl9" bibid="bib23" firstref="ref17"></nolink> <nolink nlid="nl10" bibid="bib28" firstref="ref18"></nolink> <nolink nlid="nl11" bibid="bib25" firstref="ref21"></nolink> <nolink nlid="nl12" bibid="bib13" firstref="ref22"></nolink> <nolink nlid="nl13" bibid="bib21" firstref="ref25"></nolink> <nolink nlid="nl14" bibid="bib16" firstref="ref33"></nolink> <nolink nlid="nl15" bibid="bib14" firstref="ref38"></nolink> <nolink nlid="nl16" bibid="bib19" firstref="ref39"></nolink> <nolink nlid="nl17" bibid="bib15" firstref="ref40"></nolink> <nolink nlid="nl18" bibid="bib12" firstref="ref41"></nolink> <nolink nlid="nl19" bibid="bib24" firstref="ref42"></nolink>
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  Data: The Learning Institute: Promoting Social Justice Advocacy within a Continuing Education Program
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teaching+in+Social+Work%22"><i>Journal of Teaching in Social Work</i></searchLink>. 2016 36(4):380-389.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Advocacy%22">Advocacy</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Continuing+Education%22">Professional Continuing Education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Work%22">Social Work</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Integrated+Activities%22">Integrated Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Change%22">Social Change</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Institutes+%28Training+Programs%29%22">Institutes (Training Programs)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Counselor+Attitudes%22">Counselor Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22College+Programs%22">College Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Surveys%22">Surveys</searchLink>
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  Data: The pursuit of social justice is an overarching framework that defines the social work profession. The goals of macro social work practice are centered on issues of social justice with strategies that include changing community conditions and creating a sense of solidarity, with particular emphasis on broadening the opportunities for marginalized populations. Given the natural alignment between social justice and macro social work practice, the exclusion of macro practice content in educational experiences should concern social workers and educators alike. The Learning Institute emerged in large part from a school's shared concern with the micro/macro dichotomy that often characterizes the profession, as well as the faculty's commitment to renewing the profession's dedication to our social justice mandate. Results from this formative assessment clearly suggest that participants in the Learning Institute series may have experienced bifurcated education, exposure, and training to social justice advocacy on the macrolevel. Implications for future research and continuing education are discussed.
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