Submission Preparation ChecklistAs part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.
- The submission has not been previously published, nor is it before another journal for consideration (or an explanation has been provided in Comments to the Editor).
- Where available, URLs for the references have been provided.
- The text adheres to the stylistic and bibliographic requirements outlined in the Author Guidelines, which is found in About the Journal.
- If submitting to a peer-reviewed section of the journal, the instructions in Ensuring a Blind Review have been followed.
To be announced shortly.
This is a permanent special section, edited by Beth Lewis, Director of Field Education at Bryn Mawr College Graduate School of Social Work and Social Research. It is designed to ensure that in our regularly issues, our Table of Contents can include a Field Education section with submission relevant to field instruction, field advisement, field administration and the experiences of students in field placements. All articles are fully peer reviewed.
Although Reflections does not publish research results or literature reviews, the journal has a long history of publishing narratives of the interpersonal aspects of the research process. This section will be devoted to such narratives.
Teaching and Learning
The notion of teaching practice, in other words of teaching as a form of practice, has long roots in social work. Also, the very first book on social work education, by Bertha Reynolds, was titled Teaching and Learning in the Practice of Social Work. This section will collect manuscripts by teachers and students that reflect on the process of teaching and learning, broadly construed.
Cultural Humility in Practice
Professionals engaged in practice must become increasingly self-aware understanding both how their own unique individual experiences influence their worldviews and values and how the unique individual experiences of their clients influence each client’s worldviews and values. Further, various ethnic and racial groups may have a diversity of beliefs, social structures, interactional patterns, and expectations. In addition, each individual client has various intersecting dimensions of diversity that include socioeconomic class, sexuality, gender identification, and dis/ability.
Because of these factors, practitioners need to cultivate the skills of practicing with cultural humility. Those who practice with cultural humility use four intersecting elements of ongoing self-reflection, self-critique, lifelong learning, and a commitment to advocacy and institutional change to guide their work with clients (Hook, Davis, Owen, Worthington, & Utsey, 2013; Ratts, Singh, Nassar-McMillan, Butler, & McCullough, 2015).
Cultural humility is not the same as cultural competence. Unlike cultural competence which focuses largely on knowledge and training within academic settings to achieve a specific goal, cultural humility fosters a collaborative and non-hierarchical relationship between practitioner and client that takes the practitioner out of the role as an expert on another’s culture. Cultural humility affords the practitioner to become curious about their client’s experiences and seeks to address issues of power, social injustice, discrimination, and bias at all system levels (Foronda, Baptiste, Reinholdt, Ousman, 2016; Hook, Davis, Owen, Worthington & Utsey, 2013; Tervalon & Murray-Garcia, 1998).
Aim and Scope of Special Section
This Special Section of Reflections seeks contributors who use the principles of cultural humility in their work, what it means to be a culturally humble practitioner, the challenges and triumphs of following this framework, training or mentorship in cultural humility, practice applications, and the fundamentals of cultural humility. The Guest Editors are Beth Russell, PhD, LCSW, Pam Viggiani, PhD, LMSW, and Debra Fromm Faria, LCSW from the College at Brockport’s Department of Social Work. The editors are particularly interested in why individuals chose cultural humility as their preferred framework and how they used it in practice with specific attention to knowledge, values, and skills. Submissions of any length- from short narratives focused on a single vignette to longer stories with multiple portrayals of interaction and references to the literature- are welcome (within an overall range of 1200-8000 words).
This Special Section Focuses on Narratives From.....
academics, practitioners in agencies, clinicians, and graduate students from health, behavioral, and mental health fields including social work, nursing, marriage and family therapists, counselors, psychologists, and other related disciplines.
For inquiries about submissions for this special section, contact Guest Editors:
Beth Russell, PhD, MSW, College at Brockport, email@example.com, (preferred contact)
Pam Viggiani, PhD, MSW, College at Brockport, firstname.lastname@example.org
Debra Fromm Faria, CSW, College at Brockport, email@example.com
Effectiveness of Continuing Education
For decades, social work professionals have been responsible for remaining current with changing knowledge and skills via continuing education. This is also true for allied professions as well. This commitment to lifelong learning is one of the core tenets of all professions. With the rapid changes affecting the human services environment, including managed care, value-based work, growing work with diverse populations, and changes in the political landscape, professional education needs to ensure that their practitioners remain responsive to systemic needs. As such, it is critical that social work and others continuing education remain up to date with professional practice, knowledge, and skills. It is important that we are questioning how continuing education is being provided, received, and put into practice. We must look at both the challenges and success that continuing education is facing as it responds to the thousands of practitioners who are in need of furthering their skills and competencies. Thus, there is a need for the special section in the Reflection Journal issue on this topic.
Aim and Scope of Special Section
Guest editors are seeking narrative expositions and reflections from continuing education providers as well as those affected – including government, academics, social workers and other practitioners themselves – who are aware of the importance of both offering and participating in courses. Reflections on the design and use of technological advances to deliver continuing education as well as on content to encourage practitioners to remain technologically up-to-date are welcome. Submissions could include personal experiences with continuing education, the range of continuing education offered (quality, topics, and accessibility), gaps in and opportunities for continuing education, and/or hopes for continuing education moving forward.
This Special Section Focuses on Narratives From…
Individuals who are intersecting with professional continuing education and individuals who have had experiences with professional continuing education and ideally, those who can speak to bridging that impact with larger systems, including organizations, communities, and policies. All submissions should range from 1200-8000 words in length.
For inquiries about submission for this special section, contact Guest Editor: Patricia Gray, LCSW, Silberman School of Social Work, firstname.lastname@example.org.
Additional Guest Editors: Dr. Shakira Kennedy, Touro School of Social Work, email@example.com; Dr. Eric Levine, Touro School of Social Work, firstname.lastname@example.org; Dr. Lynn Levy, Wurzweiler School of Social Work, email@example.com; Amanda Saake, LMSW, Coalition for Behavioral Health, firstname.lastname@example.org; Benjamin Sher, LMSW, New York University School of Social Work, email@example.com.
Test of Notifications Section
This is for use by Rebecca and Mike to test who gets what notifications.
NARRATIVES OF PROFESSIONAL HELPING
Cleveland State University
1. COPYRIGHT: In consideration for the publication of your work, if accepted and published by the journal noted above, the author(s) agree to transfer copyright of the work to REFLECTIONS: NARRATIVES OF PROFESSIONAL HELPING, Cleveland State University, including full and exclusive rights to all media now known or later developed, including but not limited to electronic databases and microfilm, and in anthologies of any kind (NOTE TO U.S. GOVERNMENT EMPLOYEES: SEE YOUR EXEMPTION, PARAGRAPH 4 BELOW.)
2. AUTHOR RE-USES OF WORK: As a professional courtesy, the author retains the right to reprint his/her article again after publication in the journal, in any work he/she is sole author, or in any edited work for which the author is senior editor. No further permission is necessary in writing from REFLECTIONS, nor will the journal require fees of any kind for this reprinting. This statement is intended to provide full copyright release for the purposes listed above, and a photocopy of this release may be used when another publisher requires a written release.
3. READER RE-USES OF WORK: The author(s) acknowledge that registered readers of REFLECTIONS and others with access to the article may use their work consistent with Fair Use under 17 U.S.C. § 107.
4. AUTHOR WARRANTIES: The author(s) represent(s) and warrant(s):
a.) that the manuscript submitted is his/her (their) own work;
b.) that the work has been submitted only to this journal and that it has not been previously published;
c.) that this article contains no libelous or unlawful statements and does not infringe upon the civil rights of others;
d.) that the author(s) are not infringing upon anyone else’s copyright.
e.) that the author(s) are responsible for any individual or organizational names that are mentioned, as Reflections disclaims responsibility for references to individuals, organizations, facts, and opinions presented by the published authors.
f.) That the author(s) have taken care to ensure that the article does not contain any identifiable information about clients or patients except as pursuant to appropriate permissions and forms of
informed consent as provided for in all relevant laws and codes of ethics.
g.) That the author(s) content in no way violates any individual’s privacy rights.
The authors agree that if there is a breach of any of the above representations and warranties that he/she (they) will identify the publisher and editor and hold them harmless.
5. AUTHOR RETENTION OF PATENTS: The author(s) may have, within his/her (their) article, descriptions of his/her (their) own proprietary patents. It is not the intention of the editor or publisher to require copyright transfer of such materials. If any of these materials appear in the work, the authors may add his/her (their) personal copyright notice to patents, with this understanding:
a.) the author(s) retain copyright for said patents, with full and exclusive rights to his/her (their) publication, not to include any other material from the article/publication;
b.) the publisher retains full and exclusive rights to publication to the article/publication in any format, including patents when published as part of the entire article or production.
6. NOTE FOR U.S. GOVERNMENT EMPLOYEES: If the article is single authored by an U.S. government employee as part of his/her official duties, it is understood that the article is not “Work of the U.S. Government.” However, if the article was not part of the employee’s official duties, it may be copyrighted. If the article was jointly written, the authors understand that they are delegating the right of copyright to the non-government employee, who must sign this agreement.
7. “WORK FOR HIRE” AUTHORS: If the article was written by an author who was hired by another person or company to do so, the article is called a “Work for Hire” manuscript. This agreement must be signed by the “employer” who hired the author, as well as the author.
8. NO AMENDMENTS: This form is not valid if the author(s) add(s) any additional constraints and amendments. Please submit the article elsewhere for publication if the author(s) do not sign the form without alteration.
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