Praxis with Self-Advocates: Exploring Participatory Video as Radical Incrementalism

In this article, the authors report selected findings from a larger study where self-advocates from the disability rights movement created a series of short videos as part of a participatory research project. Self-advocates subsequently integrated these videos into a greater community organizing initiative. While the research process of this study has been published elsewhere, this piece will explore the idea of bridging participatory video, a collaborative research methodology, with community-based advocacy initiatives. The authors contend that this presents an opportunity for radical incrementalism in which to create a praxis driven predominantly by the voices on the margins versus the academic elite. In this article, a link to one of the videos is also included alongside participant reflections on the research process

Communities of practice: acknowledging vulnerability to improve resilience in healthcare teams.

The majority of healthcare professionals regularly witness fragility, suffering, pain and death in their professional lives. Such experiences may increase the risk of burnout and compassion fatigue, especially if they are without self-awareness and a healthy work environment. Acquiring a deeper understanding of vulnerability inherent to their professional work will be of crucial importance to face these risks. From a relational ethics perspective, the role of the team is critical in the development of professional values which can help to cope with the inherent vulnerability of healthcare professionals. The focus of this paper is the role of Communities of Practice as a source of resilience, since they can create a reflective space for recognising and sharing their experiences of vulnerability that arises as part of their work. This shared knowledge can be a source of strength while simultaneously increasing the confidence and resilience of the healthcare team

Participatory video as radical incrementalism: exploring the right to love among adults with developmental disabilities

Bibliography: p. 233-263Includes copy of ethics approval. Original copy with original Partial Copyright Licence.This research project involved working collaboratively with a disability advocacy group on an action research project aimed at exploring participatory video as a form of radical incrementalism through three interrelated areas: method, voice, and advocacy. The research involved 12 participants (co-filmmakers) co-creating a series of films about the dimensions of sexual rights as experienced and understood by people with developmental disabilities. The participants subsequently uploaded their videos onto digital platforms, and took on the roles of community educators and incorporated their videos into their larger advocacy campaign. The impact of the research process was documented with multiple data that were analyzed using an approach that drew on critical disability theory and Freirean pedagogy. Through this collaborative method evolved seven stages of production that integrated distribution as core phase of the research process. Findings suggested that a complex interplay between barriers and supports play a critical role in sexual rights, sexual health, and healthy sexuality. In the area of self-advocacy, themes suggested that the process also contributed to: a) disability pride, b) building community bridges, and c) collaborative social action. These findings were critically examined with respect to participatory video as a form of radical incrementalism. Findings suggested that the integration of distribution afforded a more comprehensive understanding of potential strengths, tensions, and ethical considerations of multi-media technologies in advocacy efforts in the context of community development and adult learning practices. Further, it provided insight into the dimensions of disability and sexual rights from the perspective of persons with developmental disabilities living in Western Canada. Suggestions for future research include attention to the authorship/ownership issues in participatory video projects, and exploring meaningful ways of addressing potential tensions of distribution in research contexts

The Revival of Anti-Racism: Considerations for Social Work Education

The declining prominence of anti-racist practice in social work education is a cause for concern in a profession premised upon pursuing social justice and serving humanity. This need calls for a revival of anti-racism education within the curriculum of social work education. This paper begins with an exploration of anti-racism discourse and guiding theory and examines the shift from anti-racism to anti-oppressive practice (AOP) in social work education and associated critiques and implications. Challenges to pursuing anti-racism education are identified as it pertains to implementing anti-racism education standards, and the teaching and learning of anti-racism from the perspectives of both educators and students. Finally, recommendations for policy revision and opportunities to engage faculty and students in anti-racism practice in social work education programs are proposed. Though predominately focused on the Canadian context, this exploration holds relevant and critical implications for the wider global context

Can participatory video reduce mental illness stigma? Results from a Canadian action-research study of feasibility and impact

Abstract Background Evidence suggests that stigma against people with mental illness remains high. This demands innovative approaches to reduce stigma. One innovative stigma reduction method is participatory video (PV), whereby marginalized people come together to script, film and produce bottom-up educational videos about shared issues. These videos are then shown to target groups. This paper has two objectives (i) to examine the feasibility of using participatory video with people with severe mental illness (SMI); and (ii) to assess viewer impressions of the resultant videos and subsequent subjective impact. Methods We conducted a participatory action research study with three workgroups of people with severe mental illness situated in different Canadian cities, who set out to create and disseminate locally-grounded mental-health themed videos. This involved process and outcome evaluation to assess feasibility and impact. Specifically, we (i) observed fidelity to a co-designed action-plan in all three workgroups; (ii) distributed brief purpose-built questionnaires to viewers at organized screenings to assess preliminary impact; and (iii) conducted focus groups with viewers to elicit further impressions of the videos and subsequent subjective impact. Results The three workgroups achieved high-fidelity to the action-plan. They successfully produced a total of 26 videos, over double the targeted number, during an 18-month period. Likewise, the workgroups organized 49 screenings at a range of venues attended by 1542 people, again exceeding the action-plan targets. Results from the viewer questionnaires (N = 1104, response rate 72%) indicated that viewers reported that their understandings had improved after watching the videos. Four themes emerged from six viewer focus groups (N = 30), with participants frequently noting that videos were (i) educational and informative; (ii) real and relatable; (iii) attention-grabbing; and (iv) change-inducing. Conclusions To our knowledge, this study is the first large-scale multi-site project examining the feasibility and impact of a participatory video program for people with severe mental illness. The results indicate that participatory video is a feasible method in this population and gives preliminary evidence that resultant videos can reduce viewer stigma. Thus, participatory video should be considered a promising practice in the ongoing effort to reduce mental illness stigma

“We Knew No One Else Had Our Back except Us”: Recommendations for Creating an Accountability Care Framework with Sex Workers in Eastern Canada

The authors report findings from a 15-month project that focused on the experiences of sex workers who live and work in an Eastern Canadian province. As part of a larger multi-phased study, 15 adults who identified as women, transgender, or non-binary, and received money or goods for sexual services, participated in photo-elicitation interviews. Drawing on a critical framing analysis, findings indicated supports—as identified and experienced by sex workers—encompassed three categories of care: self, community, and collective. These categories are described, with a particular focus on the latter two. Continuing with the care-based framework, recommendations to structure interventions draw on the role of accountability care in identifying how best to operationalize policies that promote health, well-being, and dignity of Canadian sex workers. The paper begins with a brief overview of the Canadian context and the role of supports. It follows with a discussion on the materials and methods and the results. It concludes with recommendations, limitations, and future considerations

“We Knew No One Else Had Our Back except Us”: Recommendations for Creating an Accountability Care Framework with Sex Workers in Eastern Canada

The authors report findings from a 15-month project that focused on the experiences of sex workers who live and work in an Eastern Canadian province. As part of a larger multi-phased study, 15 adults who identified as women, transgender, or non-binary, and received money or goods for sexual services, participated in photo-elicitation interviews. Drawing on a critical framing analysis, findings indicated supports—as identified and experienced by sex workers—encompassed three categories of care: self, community, and collective. These categories are described, with a particular focus on the latter two. Continuing with the care-based framework, recommendations to structure interventions draw on the role of accountability care in identifying how best to operationalize policies that promote health, well-being, and dignity of Canadian sex workers. The paper begins with a brief overview of the Canadian context and the role of supports. It follows with a discussion on the materials and methods and the results. It concludes with recommendations, limitations, and future considerations

Applied Methods of Teaching about Oppression and Diversity to Graduate Social Work Students: A Case Example of Digital Stories

Social work education accreditation requires the completion of course work specifically around issues related to oppression and diversity within society. Educators offer a range of approaches to engage students in discussion about oppression and diversity from academic content and structured curriculum to reflective practice and experiential learning opportunities. The following describes a Master of Social Work course on oppression, social justice, and diversity offered at a western Canadian university that utilized a mixed method of teaching practices – including the creation of digital stories by the students in small groups. Beyond this description of the course content, students’ insight into the impact of using digital stories for their own learning and application to professional practice around issues of oppression and diversity is presented and discussed. Pour être agréé comme travailleur social, il faut avoir suivi des cours axés sur les questions d’oppression et de diversité au sein de la société. Pour faire participer les étudiants, les éducateurs emploient diverses méthodes qui vont des discussions à partir d’un contenu universitaire à un programme d’enseignement structuré et utilisent une approche réflective ainsi que des occasions d’apprentissage expérientiel. L’article traite d’un cours de maîtrise en travail social sur l’oppression, la justice sociale et la diversité, offert dans une université de l’Ouest du Canada, qui utilise une méthode combinée de pratiques d’enseignement, y compris la création d’histoires digitales par les étudiants en petits groupes. En plus d’en décrire le contenu, l’article présente un aperçu de l’impact de l’utilisation de ces histoires sur l’apprentissage des étudiants et de son application aux pratiques professionnelles entourant les questions d’oppression et de diversité

Can participatory video reduce mental illness stigma? Results from a Canadian action-research study of feasibility and impact

Evidence suggests that stigma against people with mental illness remains high. This demands innovative approaches to reduce stigma. One innovative stigma reduction method is participatory video (PV), whereby marginalized people come together to script, film and produce bottom-up educational videos about shared issues. These videos are then shown to target groups. This paper has two objectives (i) to examine the feasibility of using participatory video with people with severe mental illness (SMI); and (ii) to assess viewer impressions of the resultant videos and subsequent subjective impact.</p