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"Pyles, Loretta"
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Healing Justice, Transformative Justice, and Holistic Self-Care for Social Workers
Abstract
A self-care movement for social workers is beginning to embrace mindfulness and other forms of wellness. However, self-care is often framed as merely an individualistic pursuit and may be a tool of managerialism, reinforcing the social and economic structures and culture that are causing burnout and moral injury in the first place. Particularly for people who are marginalized, the self-care movement may ignore historical trauma and the ways that interlocking oppressions contribute to stress, trauma, moral injury, and burnout. Drawing from the evidence base on East–West mind–body practices and informed by a transformative practice lens, healing justice is presented as a framework and set of practices of the whole self. The whole self includes the physical, emotional, mental, spiritual, social, and ecological selves. A transformative approach to healing can be supported by enhancing the capabilities of mindfulness, compassion, curiosity, critical inquiry, effort, and equanimity. The concept of the healing justice organization is introduced as an opportunity for organizational change beginning with a set of inquiries for social work organizations to attend structurally and more purposefully to collective care.
Journal Article
Decolonising Disaster Social Work: Environmental Justice and Community Participation
Human behaviour, particularly the neo-liberal economic system that values unlimited growth and unsustainable extraction of natural resources, is contributing to climate volatility and exacerbating disaster risk. As such, social workers are increasingly called to work in disaster settings across the globe and collaborate with many actors, such as faith-based humanitarian organisations. Unfortunately, disaster interventions may perpetuate the values and practices of neo-liberalism, colonialism and oppression without careful consideration and action. In this article, the author discusses the environmental causes and consequences of disasters in relation to risk and vulnerability, offering a brief case study of the 2010 earthquake in Haiti. This is followed by a discussion of the importance of community participation for sustainable disaster recovery. The author concludes with some specific recommendations for decolonising disaster social work practice.
Journal Article
Forest Family
Suzanne Simard, Finding the Mother Tree: Discovering the Wisdom of the Forest1 After years of walking the gauntlet to become a tenured full professor at a university, I was at a new crossroads. Tree stumps surround the blazing metal stove and I scan for a tall stump to sit on that will give my long legs some breathing room. On the day I have come to call \"the cold day,\" the morning temperature is somewhere in the 20s (Fahrenheit), with wind advisories and fire bans. In my sit spot in the woods, wrapped in a wool blanket, my back leaning against my mother tree, the focus of the morning's meditation
Journal Article
US systemic violence amid the COVID-19 disaster: a conceptual critical disaster model for social workers
The COVID-19 pandemic is a community and global health disaster marked not only by illness, death and trauma, but also by historically structured economic, social and cultural causes, conditions and consequences. COVID-19 reveals, perpetuates and produces structural violence and disaster capitalism. To introduce social workers to a new way of thinking about disasters, we offer a critical conceptual model depicting the historic and systemic progression of what disaster scholars and practitioners refer to as ‘risk and vulnerability’ in the US context. We reflect on ‘returning to normal’, arguing that pre-COVID-19 existence was, in fact, abnormal and deadly. We call on social workers to radically re-imagine the future in solidarity with transformation efforts taking root, turning this disaster into an opportunity to build a healthier, more caring and more equitable world.
Journal Article
Holistic engagement : transformative social work education in the 21st century
Holistic Engagement invites educators to engage with the whole person (body, mind, heart, culture and spirit) and reveals how participatory pedagogies strengthen presence, attunement, empathy, self-care and integrative capabilities of professionals globally. Through an empirically-grounded model and first person accounts, Holistic Engagement calls new and seasoned educators to transformative action.
eBook
Neoliberalism, INGO practices and sustainable disaster recovery: a post-Katrina case study
This case study of a post-Katrina community-based action research project conducted in partnership with an international nongovernmental organization (INGO) sought to understand the extent to which practices facilitated sustainable recovery from disaster. Findings include three major problem areas: (i) participation; (ii) capacity building and (iii) race/racism. The author posits that the neoliberal climate in which INGOs operate enables practices that perpetuate injustice and argues for different directions for sustainable disaster recovery and social justice.
Journal Article
Healing justice in the social work classroom
Activists and social workers are beginning to realize the importance of both inner and outer work for global transformative social practice. Social movements of the past attended primarily to changing material conditions and, today, a new generation is inquiring into the importance of attending to internalized oppression, intergenerational trauma, and sustainability as manifested in the healing justice movement. The Buddhist concept, paticca samuppada, or interdependent co-arising, was fleshed out by scholar, activist, and teacher, Joanna Macy, to show how every person, object, feeling, and action is influenced by a complex web of interconnected causal factors. Her groundbreaking approach to activist pedagogy in the environmental justice movement has encouraged grief and despair work for what humans have lost and are losing, widening the sense of self beyond Western individualism, and cultivating what Tibetan Buddhists refer to as bodhichitta, the innate impulse toward compassion and liberation. As Eastern and Indigenous body-mind-spirit practices take hold in social work settings, classrooms become an important space for engaging in critical and embodied inquiry into the impacts of oppressive social systems as well as to learn vital skills in awareness of the bio-psycho-social-spiritual-ecological self.
Book Chapter
