Short Description:
“Domestic Violence in Immigrant Communities: Case Studies” is a freely accessible eCampus Ontario Pressbook containing case studies of immigrant women experiencing domestic violence to be used as educational materials. The book highlights the complexity of domestic violence cases in immigrant communities and the different legal processes that these women encounter in seeking justice and the challenges they face in relation to re-establishing their own lives and the lives of their children. The book contains questions for reflection; a description of legal processes involved in DV cases, and a glossary of the terms used throughout the case studies.

Long Description:
“Domestic Violence in Immigrant Communities: Case Studies” is a freely accessible eCampus Ontario Pressbook containing case studies of immigrant women experiencing domestic violence to be used as educational materials. The contents were created by analysing closed legal case files of 15 immigrant women living in Ontario who experienced domestic violence. The comprehensive case studies that emerge from this research present domestic violence experienced by immigrant women in all its complexity, highlighting their unique vulnerability at the intersections of race, gender and immigration status. The book also highlights the different legal processes that these women encounter in seeking justice and the challenges they face in relation to re-establishing their own lives and the lives of their children. In addition to the cases, the book contains questions for reflection; a description of legal processes involved in DV cases, and a glossary of the terms used throughout the case studies. This interactive Pressbook is an ideal resource for social work and legal practitioners, including students in social service work, social work and law programs, in order to increase their understanding about the complexity of domestic violence cases in immigrant families and develop strategies for culturally informed interventions.

Word Count: 42082

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 Dynamics of Interpersonal Relations I, is an exploration of the small-group process through participation, interpretation and study. Major focus is on the class itself as an interacting group providing for personal, interpersonal, and intellectual challenge.The modules are designed for undergraduate students to become familiar with group dynamics. This resource has a syllabus, OpenStax text chapters, TedTalks and group activities. 

Dynamics of Interpersonal Relations I, is an exploration of the small-group process through participation, interpretation and study. Major focus is on the class itself as an interacting group providing for personal, interpersonal, and intellectual challenge. The modules are designed for undergraduate students to become familiar with group dynamics. This resource has OpenStax text chapters, TedTalks and group activities. Thank you to Jennifer Burns for sharing this resource.

Dynamics of Interpersonal Relations I, is an exploration of the small-group process through participation, interpretation, and study. A major focus is on the class itself as an interacting group providing for personal, interpersonal, and intellectual challenges. The modules are designed for undergraduate students to become familiar with group dynamics. This resource has a syllabus, OpenStax text chapters, TedTalks, and group activities. Thank you to Jennifer Burns for sharing this resource.

Eco-Social Work in Climates of Change examines the role of social work in disconnecting Indigenous people from their lands and cultural ways of connecting to land. As with other disciplines like economics, social work is mired in a modern worldview that is disconnected from Earthly relations; a disconnection that has fueled both the profession’s colonial growth and contemporary global environmental issues. We are in a time of changes when social work needs to re-learn the value(s) of rooting environmental justice and healing practices in the broader sociality of Earth relations, and that is the focus of this course.

This multi-component project studied the impact of the implementation of the Child Welfare Services/Case Management System (CWS/CMS) on child welfare practice by examining the casework practices affected by computerization, measuring the extent to which these practices were affected by computerization, and identifying organizational and individual factors that influenced the effect of computerization on these practices. Findings showed that the implementation of CWS/CMS did not lead to drastic changes in the ways in which CWSs carried out their daily work; time spent with clients was unchanged. However, the study demonstrated that CWS/CMS led to modest but crucial changes in how workers spent their time on the job, affected the quantity and quality of relationship with coworkers, and changed some workers' attitudes toward their agency and job. (Research Report: 135 pages; Curriculum: 154 pages; Training Academy Curriculum: 111 pages)Weaver, D., Furman, W., Moses, T., Linsdey, D., & Cherin, D. (1999).

This project assesses a sample of California county programs for preparing foster teenagers to live independently. Counties were selected to represent statewide variability and represent northern and southern regions as well as urban and rural areas. Chapters address: the organizational structure of each program including the agencies providing ILP services, agency staffing, coordination mechanisms, foster care supervision, and community involvement; a description of program participants including characteristics of the youth, diversity, readiness for the program, barriers to participation, foster care provider issues, foster parent training, and the relationship of birth parents to the county agency and the youth; a description of program processes including identification of eligible youth, referral, outreach, assessment, out-of-county placement, monitoring and follow-up; and an overview of program content and services including classes, activities, individual services, housing issues, and aftercare support. (186 pages)Giovannoni, J., Chaneske, E., & Furman, W. (1996).

Word Count: 20993

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This curriculum explores the experiences and challenges of transracial adoptive families with the goal of improving the quality of services and supports provided to them. In addition, there is a growing subset of transracial adoptive families who choose to maintain contact with their child's birth family. Very little information exists to help these families or their child welfare workers understand the bumpy terrain of openness. This curriculum fills some of the many gaps in knowledge and practice. It includes summaries of transracial adoption literature, a theoretical discussion on normative development in transracial adoptive families, practice-oriented information including discussion questions and exercises, case vignettes, worker guidance, a self-assessment tool, and findings from the in-depth qualitative study of 12 transracial adoptive families in California conducted as part of this project. Findings themes include: the complicated factors involved in choosing transracial adoption; how the children and youth understand the meaning of their adoption; issues around the choice to maintain contact with the adopted child's birth family, the role of the contact, and the vulnerability of contact arrangements; the role of race in family life and development, negotiating different cultural worlds, and developmental changes; and the role of services and supports prior to and following adoption. (216 pages)Frasch, K., Brooks, D., Reich, J., & Wind, L. (2004).

A Shared Lexicon of Equity Terms, Research, Experiences, and Resources

Word Count: 46414

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This is for videotape owners who have lost their user's guide. It suggests ways to use the videotapes and includes information on focusing discussions, leading exercises, providing handouts, and preparing exam questions. (35 pages)Orozco, E., & Clark, S. J. (1997).

Imposed by UK Judges - against Parents' Wills - in Secret Family Courts

Short Description:
After having tried all possible legal and political avenues within the UK, our petition to 'Abolish Adoptions without Parental Consent' was the trigger to take me to Brussels. Eight months later, the case of the 'whistleblower kids' topped all others and made me submit an 'exceptional emergency petition'. The follow-up continues in the 'rolling now', from exile in Berlin, opening up deep philosophical and political questions about governance: nation states and national institutions vs control and rights of EU citizens and their children and grandchildren.

Long Description:
The Secrecy of UK Family Courts has been the subject of our activities and online campaigns for many years. Taking the issue to the EU Parliament was a kind of ‘last resort’. However, it caused problems for parents who had come as supporters with hope, after their children had been wrongfully taken by UK Social Services and Police, ‘legitimised’ by secret Family Courts and some forcibly adopted, i.e. without their consent.

This experience was already ‘too much’ in March 2014, but certainly got aggravated, when we watched the cover-ups of the crimes that the ‘whistleblower kids’ had witnessed. The former UK Secretary of the Petitions Committee had said: “The UK can’t have it both ways: be part of a club, and not play by its members’ rules.”

In a BBC film, the current Chair of the Petitions Committee said: “This is against the Charter of Fundamental Rights, i.e. against European principles.”

This book is meant to help spread awareness and share disillusionment in a system of institutions that, so far, has failed far too many of us bitterly and cruelly.

Word Count: 72442

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This curriculum, which can be used in whole or in part, provides background legislative initiatives, evaluations of Family Preservation/Support Programs in different areas of the country, and techniques in evaluating community-based programs. Chapters include: a description of the development of Family Preservation/Family Support programs including key federal legislation and California's implementation process; a review of current literature on both family support and family preservation evaluations; a state-wide matrix of County Five-Year Plans for the Family Preservation/Support Program Initiative, summaries of 10 county Five-Year Plans, and case studies of three counties; information on single-subject designs including the nature and scope of single-subject research and its relationship to time-series design; information on collecting and analyzing administrative level data to determine whether change has occurred in a target community; and analysis of administrative level data within a single-system design framework. This module addresses Child Welfare Policy, Planning and Administration competencies. (343 pages)Rogers, K., Ferguson, C., Barth, R. P., & Embry, R. (1998).

A Toolkit for B.C. Post-Secondary Institutions

Short Description:
The purpose of this toolkit is to assist B.C. post-secondary institutions with evaluating and selecting resources to support their ongoing planning and delivery of training on sexualized violence.

Long Description:
The purpose of this toolkit is to assist B.C. post-secondary institutions with evaluating and selecting resources to support their ongoing planning and delivery of training on sexualized violence.

Word Count: 5532

ISBN: 978-1-77420-071-1

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Short Description:
Evidence Based Practice outlines the how and why of proving what works in healthcare through explaining the origins and mechanics of Evidence Based Medicine and Practice. From the early development of the Randomized Controlled Trial through the evolution of the Meta-Analysis, this booklet will provide students in clinical healthcare fields with a foundational text for interpreting evidence and proving outcomes.

Long Description:
Evidence Based Practice outlines the how and why of proving what works in healthcare through explaining the origins and mechanics of Evidence Based Medicine and Practice. From the early development of the Randomized Controlled Trial through the evolution of the Meta-Analysis, this booklet will provide students in clinical healthcare fields with a foundational text for interpreting evidence and proving outcomes. Information from this booklet can be applied to clinical environments with practical suggestions and solutions for developing research questions, locating literature, and assessing evidence through five steps: Ask, Acquire, Appraise, Apply, and Audit.

Word Count: 5375

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This exercise guides students through reading and outlining an empirical journal article. It reviews the basic structure of empirical journal articles and prompts students to take detailed notes of each article as they read.

This exercise guides students through how to outline a non-empirical (theoretical, philosophical, practical) journal article. Students are prompted to take detailed notes as they read within a structured format.

Word Count: 124874

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We will explore the many components of system navigation and select populations. We will define some important concepts, including system navigation, system navigator, select populations, the language of addiction, case management, Theories, Approaches, UDL, DEI/EDI - Diversity, Equity and Inclusion, IDEA & IDEALSS, cultural safety, cultural competence, cultural safe communications,. We will discuss the importance of effective communications, respectful interactions, and remaining teachable when working with different cultures.

This curriculum focuses on factors that may lead to differential placement outcomes for children who have become dependents of the court, as the result of abuse and neglect, and have been placed with kin rather than in traditional foster homes. It is intended for use by child welfare faculty in California’s schools of social work or social welfare in both BSW and MSW programs and may be used in direct practice or Human Behavior and the Social Environment (HBSE) classes. In addition, the curriculum, or parts from it, may be used in workshops provided to line workers, supervisors, and/or managers by any of the public child welfare training academies in California or public child welfare agencies. The intent of this curriculum is to provide students and child welfare professionals with (a) background information on kinship care as an alternative to traditional foster care, (b) a brief review of the literature pertaining to the characteristics of dependent children in kinship care and their care providers, (c) opportunities to discuss beliefs about why kinship care is valuable (or not) and why it may or may not be successful, (d) demographic data pertaining to selected characteristics of children in kinship care and their care providers derived from a sample of California child welfare cases, (e) factors which may or may not be related to premature termination of kinship care placements, (f) caregiver perceptions of differential placement outcomes, (g) social worker perceptions of differential placement outcomes, and (h) opportunities to discuss how students and/or child welfare workers can decrease premature termination of kinship care placements. The curriculum is accompanied by a PowerPoint presentation containing key points from each module followed by one or more slides presenting an “active learning experience.” (78 pages) Chang, J., Liles, R., & Hoang, T. (2006).