Indigenist and Decolonizing Memory Work Research Method

Indigenous researchers innovate and forge their own methodological paths within the realm of academic research. I developed an Indigenist and Decolonizing Memory Work method when I was unable to find a pre-existing approach for investigating phenomenon in-between Indigenous and Euro-western worldviews. This method is informed by the Euro-western methods of autoethnography, memory work, and collective biography. Furthermore, the Indigenous story work method along with other Indigenous research principles and practices are central features. In particular, I recognize and acknowledge that any Indigenous research project is situated from and within an Indigenist standpoint, in this case my own Labrador Inuit worldview.  However, there is consistency with other Indigenous principles and together these influence the research process. It also was imperative that the methodology account for the colonizing features of both academic research and the fact that Indigenous research participants have been influenced in varying degrees by dominant Euro-western discourses.  To account for this reality, a central feature of this method is the Decolonizing Critical Reflection (DCR) approach that replaces the typical interview and is intended to elicit decolonized data, or memories that research participants analyze themselves using Indigenizing and decolonizing theory and perspectives. The DCR approach is explained and described

Expressive writing for high-risk drug dependent patients in a primary care clinic: A pilot study

BACKGROUND: Previous research has shown that expressive writing is beneficial in terms of both physical and emotional health outcomes. This study aimed to investigate the effectiveness and acceptability of a brief expressive writing intervention for high-risk drug dependent patients in a primary care clinic, and to determine the relationship between linguistic features of writing and health outcomes. METHODS: Participants completed four 15-minute expressive writing tasks over a week, in which they described their thoughts and feelings about a recent stressful event. Self-report measures of physical (SF-12) and psychological health (DASS-21) were administered at baseline and at a two-week follow-up. Fifty-three participants were recruited and 14 (26%) completed all measures. RESULTS: No statistically significant benefits in physical or psychological health were found, although all outcomes changed in the direction of improvement. The intervention was well-received and was rated as beneficial by participants. The use of more positive emotion words in writing was associated with improvements in depression and stress, and flexibility in first person pronoun use was associated with improvements in anxiety. Increasing use of cognitive process words was associated with worsening depressive mood. CONCLUSION: Although no significant benefits in physical and psychological health were found, improvements in psychological wellbeing were associated with certain writing styles and expressive writing was deemed acceptable by high-risk drug dependent patients. Given the difficulties in implementing psychosocial interventions in this population, further research using a larger sample is warranted

"A Case Study in progress: The role of Memorial University's School of Social Work in the context of Aboriginal self-government in Newfoundland and Labrador"

Newfoundland and Labrador, like other regions in Canada, is in a period of social transformation due to a number of processes to resolve outstanding political and socio-economic issues with the province's Aboriginal peoples. In addition, major initiatives in the region such as the Davis Inlet relocation and the development of the mega Voisey's Bay nickel deposit pose significant social risks and opportunities. Greater political autonomy and self-determination for the Aboriginal governments also creates obligation and responsibility for the social welfare of their citizens. What is the place for the social work profession, Aboriginal social workers and for Memorial University of Newfoundland's School of Social Work during this era of profound social change? This article explores the concurrent journeys of the Aboriginal peoples of the province, the School of Social Work, and an Aboriginal social work student as each grapple for meaning and relevance in building a new more socially just reality

Beginning at the Beginning: An Exploration of Critical Social Work

Recognizing the complexities of critical social work the authors use a metaphor of a traffic circle to survey the fundamental values, assumptions, theories, concepts, principles, and practices of critical social work.  They then consider the relationship among ‘mainstream’, critical, and other marginalized social work perspectives. A subsequent exploration of the challenges and possibilities of critical practice is followed by a reflection on the processes of teaching and learning critical social work. The article does not presume a level of pre-existing social work knowledge or experience on the part of the reader and is therefore accessible and useful for scholars, teachers, students, and practitioners who are new to critical social work. KEYWORDS: Critical social work; social work education; practice fundamental