View in EDS HTML Full Text PDF Full Text

Studying Human Trafficking in Thailand Increases EPAS Competencies and Compels Action at Home

Saved in:
Bibliographic Details
Title: Studying Human Trafficking in Thailand Increases EPAS Competencies and Compels Action at Home
Language: English
Authors: Willis, Tasha Y., Wick, David, Bykowski, Carla, Doran, Joanna K., Li, Hoi Yi, Tran, Amy
Source: Journal of Social Work Education. 2021 57(1):70-84.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Crime, Social Work, Caseworkers, College Students, Minority Group Students, Social Influences, Cultural Influences, Context Effect, Community Involvement, Slavery, International Cooperation, Program Effectiveness, Professional Development, Professional Identity, Role
Geographic Terms: Thailand, California
DOI: 10.1080/10437797.2019.1661901
ISSN: 1043-7797
Abstract: This article reports on professional development of nine U.S. social work students of color who participated in a delegation exploring human trafficking in Thailand through a reverse mission program. Through the use of the 2015 Council on Social Work Education's (CSWE) Educational Policy and Accreditation Standards (EPAS) as a conceptual framework, this qualitative study provides insight into delegates' development related to professional roles and identities, understanding the complexity of social contexts, enhancing cultural humility, and sparking community engagement at home in the United States. This study points to the importance of critical reflection and peer support as tools to inspire delegates to take direct action upon return to their own contexts. Discussion of findings and implications for social work educators and students are included.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1286202
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEgieK6Behcg86WvsyEsxg-AAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDDTx5qgzPUXALSPOhwIBEICBm-d2GqE9SsuBrjzWCpqyz9RWeMAqXW7Mb0rDiKiYzTPvDPL5_wubPPRPMqX56ZNGc_2Q0K1D3HXrSJ49gaLZcjgU3Wf4xJHcpQZPND3N2iOu9of6gKqIY8yI9IcsY6Qj97G7uEEmIawxxCI0gMAIjo48fb20LYzAE6WiG9W8W49rcrbnFsQBiv4Te6j0McByUMeVScqkSGlyzf5Z
Text:
  Availability: 1
  Value: <anid>AN0148627411;swe01jan.21;2021Feb12.02:36;v2.2.500</anid> <title id="AN0148627411-1">Studying Human Trafficking in Thailand Increases EPAS Competencies and Compels Action at Home </title> <p>This article reports on professional development of nine U.S. social work students of color who participated in a delegation exploring human trafficking in Thailand through a reverse mission program. Through the use of the 2015 Council on Social Work Education's (CSWE) Educational Policy and Accreditation Standards (EPAS) as a conceptual framework, this qualitative study provides insight into delegates' development related to professional roles and identities, understanding the complexity of social contexts, enhancing cultural humility, and sparking community engagement at home in the United States. This study points to the importance of critical reflection and peer support as tools to inspire delegates to take direct action upon return to their own contexts. Discussion of findings and implications for social work educators and students are included.</p> <p>In 2015, the United Nation's established Sustainable Development Goals (United Nations Development Program, [<reflink idref="bib64" id="ref1">64</reflink>]) to address 17 global issues such as poverty, education, employment, climate change, hunger, health and well-being, and many more. These issues have implications on all levels of society in which social workers practice around the globe. As such, practitioners must be attuned and responsive to these social forces (Gabel & Healy, [<reflink idref="bib23" id="ref2">23</reflink>]), even when practicing domestically. In order to prepare students to intervene in this interconnected yet stratified world, some U.S. schools of social work integrate global curricular content and experiential programs in the United States and abroad. This trend is reflected in the Special Issue of this journal released in 2012 and also the U.S.-based Council on Social Work Education's (CSWE) Educational Policy and Accreditation Standards (EPAS) (CSWE, [<reflink idref="bib13" id="ref3">13</reflink>], [<reflink idref="bib14" id="ref4">14</reflink>]). The CSWE standards articulate internationalized competencies related to ethical and professional behavior, engaging diversity and difference in practice, advancing human rights and social and economic justice, and engaging in policy practice, among others (CSWE, [<reflink idref="bib14" id="ref5">14</reflink>]). Despite the call for competence on all levels of professional practice, Knight and Gitterman ([<reflink idref="bib37" id="ref6">37</reflink>]) point out that clinical ("micro") practice is the primary focus of social work education. Social work educators have noted the challenge of attracting students to administrative and policy concentrations ("macro") (Pardasani, [<reflink idref="bib52" id="ref7">52</reflink>]) and the difficulty of incorporating macro practice in fieldwork training programs (Mehrotra, Tecle, An Thi, Ghneim, & Gringeri, [<reflink idref="bib47" id="ref8">47</reflink>]).</p> <p>Research has documented the power of international education in building professional assets among social work students (Gammonley, Rotabi, Forte, & Martin, [<reflink idref="bib25" id="ref9">25</reflink>]; Greenfield, Davis, & Fedor, [<reflink idref="bib31" id="ref10">31</reflink>]; Mapp, [<reflink idref="bib45" id="ref11">45</reflink>]). However, rarely has research used the EPAS as a framework for evaluation (Voss et al., [<reflink idref="bib66" id="ref12">66</reflink>]). Further, students of color, first-generation, and low-income students are underrepresented in education abroad, which is likely also the case for social work students. This may be inferred as study abroad participation rates are particularly low at large regional public institutions (Institute of International Education, [<reflink idref="bib35" id="ref13">35</reflink>]) where the majority of social workers in the United States receive their education (CSWE 2016). The gap in international program participation by social work students, and especially those from marginalized communities, may limit their development related to global perspectives and leave underrepresented students less ready to serve in communities affected by global issues, including migrant and immigrant exploitation and human trafficking.</p> <p>This article provides insight into professional competency gains for a racially and ethnically diverse group of social work students who participated in an international professional development program on human trafficking in Thailand. In the process, they strengthened their professional identities and learned to engage in related policy advocacy in their own U.S. communities, reflecting a "reverse mission" educational approach (Abram & Cruce, [<reflink idref="bib1" id="ref14">1</reflink>]).</p> <hd id="AN0148627411-2">Program description</hd> <p>The School of Social Work at Southern California State University (SCSU), a Hispanic-serving institution with 63% Latinx population, offers bachelor's and master's degree programs. Approximately 150 bachelor of social work students graduate annually, with many continuing on into the master's in social work (MSW) program, where approximately 250 students a year prepare <emph>"to assume leadership roles in professional practice ... [and to] ... analyze, intervene, evaluate and advocate with diverse, underserved and oppressed clients and communities"</emph> (California State University, Los Angeles, 2018, para. 2). Study abroad is only recently expanding in SCSU. Prior to 2016–2017 fewer than 50 SCSU students university-wide participated in education abroad courses.</p> <p>Student leaders of the International Social Work Caucus (ISWC) initiated an 11-day "The Human Trafficking Advocacy Delegation" program for summer 2012 through a nonprofit international human rights organization that offers socially conscious travel. The organization strives to raise awareness of international social justice issues through "reality tours." In contrast to international volunteer or service learning programs, these tours are meant to spark action at home in the United States rather than in host communities. This is in alignment with the intention to avoid the pitfalls of "benevolent imperialism" (Razack, [<reflink idref="bib56" id="ref15">56</reflink>]). The ISWC invited two SCSU School of Social Work field faculty members to attend and provide social work grounding for the group. These U.S. faculty served as the social work bridge, designing and facilitating three predeparture sessions to prepare student "delegates" academically and emotionally for the experience and debriefing sessions and critical reflection sessions during the in-country portion of the program and upon re-entry. Many of these sessions were run similar to field seminars for the nine graduate and two undergraduate students (hereafter referred to as delegates).</p> <p>Cambodian and Thai subject-matter experts led the three-city professional development program. The focus was on-site visits to organizations working with a wide range of victims and survivors; for example, fishermen who were kept out at sea working for years and different groups of women, girls, and boys who had been part of the sex industry. These visits offered delegates the opportunity to hear from agency staff about the complicated social forces that contributed to the circumstances of their clientele and to learn about the organization's intervention and advocacy strategies. Additionally, excursions to local landmarks, temples, markets, and other sites were included to offer historical, cultural, and economic context and to enhance delegate learning and engagement by providing them with time to connect with one another and the country away from the challenging main subject of study.</p> <hd id="AN0148627411-3">International social work education outcomes</hd> <p>International social work education (ISWE) has been documented for several decades (Caragata & Sanchez, [<reflink idref="bib10" id="ref16">10</reflink>]; Gammonley et al., [<reflink idref="bib25" id="ref17">25</reflink>]; Greenfield et al., [<reflink idref="bib31" id="ref18">31</reflink>]; Lindsey, [<reflink idref="bib41" id="ref19">41</reflink>]; Lough, [<reflink idref="bib42" id="ref20">42</reflink>]; Pawar, Hanna, & Sheridan, [<reflink idref="bib53" id="ref21">53</reflink>]). Such research identifies professional development gains, including increased awareness and commitment to social justice (Abram & Cruce, [<reflink idref="bib1" id="ref22">1</reflink>]; Ericson, [<reflink idref="bib20" id="ref23">20</reflink>]; Lindsey, [<reflink idref="bib41" id="ref24">41</reflink>]), ideas for innovative practices (Gilin & Young, [<reflink idref="bib28" id="ref25">28</reflink>]; Lindsey, [<reflink idref="bib41" id="ref26">41</reflink>]; VeLure Roholt & Fisher, [<reflink idref="bib65" id="ref27">65</reflink>]), intercultural development (Mapp, [<reflink idref="bib45" id="ref28">45</reflink>]; Voss et al., [<reflink idref="bib66" id="ref29">66</reflink>]), and the expansion of professional identity (Boateng & Thompson, [<reflink idref="bib8" id="ref30">8</reflink>]; Gilin & Young, [<reflink idref="bib28" id="ref31">28</reflink>]; Voss et al., [<reflink idref="bib66" id="ref32">66</reflink>]). Though learning outcomes have been explored, to date, the CSWE's EPAS have only once been used to assess students' development.</p> <p>Voss et al. ([<reflink idref="bib66" id="ref33">66</reflink>]) used the 2008 EPAS to categorize their findings from their sample of four U.S. undergraduate social work students who spent 2 weeks in Germany. They identified growth in each of the 10 standards in use at the time of their data collection. However, the most significant results related to four primary competencies: (a) 2008 EPAS 4: engaging diversity and difference in practice, (b) 2008 EPAS 1: identifying as a professional social worker and behaving accordingly, (c) 2008 EPAS 9: responding to contexts that shape practice, and (d) 2008 EPAS 5: advancing human rights and social and economic justice.</p> <p>The vast majority of programs represented in the literature featured U.S. social work students studying in host countries that differed greatly from their home countries in language, culture, and/or social work practices. In many cases, the host environments were so economically and culturally disparate from students' home countries that they encountered ethical conflicts, prompting deep reflection and enhancing self-awareness. Pawar et al. ([<reflink idref="bib53" id="ref34">53</reflink>]) described the experiences of two White Australian students in a 3-month field placement in India who wrestled to co-exist with the abject poverty they witnessed daily. Corbin ([<reflink idref="bib12" id="ref35">12</reflink>]) documented the values dilemmas encountered by two White U.S. students in an 8-month internship in Uganda. These tensions related to confidentiality, self-determination, and autonomy and came as a result of the students' individualistic orientations within a collectivist context. Such ethical tensions served to surface students' personal cultural values as well as the social work values they were studying back home. They could serve to engage students in important discussions in the field, such as universalism versus indigenous approaches to social work across cultures.</p> <hd id="AN0148627411-4">Universalization versus indigenization</hd> <p>The ethical tensions that arise in ISWE surface a broader philosophical dilemma in international social work, namely, the universalization or indigenization of social work theory and practice (Gair, Miles, & Thomson, [<reflink idref="bib24" id="ref36">24</reflink>]; Ghose, [<reflink idref="bib27" id="ref37">27</reflink>]; Gray & Fook, [<reflink idref="bib30" id="ref38">30</reflink>]). A universal lens applies common Western social work theories and approaches to global issues (Healy, [<reflink idref="bib32" id="ref39">32</reflink>]; Trygged, [<reflink idref="bib62" id="ref40">62</reflink>]). By way of example, Healy ([<reflink idref="bib32" id="ref41">32</reflink>]) asserts that human rights violations warrant intervention on behalf of victims who must be protected, highlighting the seminal professional value of promoting social justice and the dignity and worth of people. However, critics caution against a universal approach because it can be imperialistic, defined by Gray ([<reflink idref="bib29" id="ref42">29</reflink>]) as trends within social work that promote the dominance of Western worldviews over diverse local indigenous perspectives and practices. Such critics argue that in order to serve culturally diverse populations, the profession must instead be indigenized; that is, adapted and adopted from local practices (Engstrom & Jones, [<reflink idref="bib19" id="ref43">19</reflink>]; Ugiagbe, [<reflink idref="bib63" id="ref44">63</reflink>]; Yeom & Bae, [<reflink idref="bib70" id="ref45">70</reflink>]).</p> <p>Multiple studies of social work students practicing abroad have indicated the need for students to adopt indigenous perspectives and approaches as well. Wong and Pearson ([<reflink idref="bib69" id="ref46">69</reflink>]) documented challenges that students from Hong Kong faced as they attempted to practice in Shanghai, reporting that participants in their study quickly realized that social work theories and practices they studied in Hong Kong were not useful in Shanghai. Similarly, Yeom and Bae ([<reflink idref="bib70" id="ref47">70</reflink>]) identified values conflicts in field practicum exchanges between Korea and the United States due to differing cultural norms in each location. It is not surprising, then, that Beecher, Reeves, Eggertsen, and Furuto ([<reflink idref="bib6" id="ref48">6</reflink>]) found that their sample of international social work students valued indigenous practices because they enhanced the effectiveness of their interventions with local agency clientele. On the other hand, Lyngstad's ([<reflink idref="bib43" id="ref49">43</reflink>]) exploration of the perspectives of social work professors from eight countries about this debate (albeit primarily from countries of the Global North) concluded that advocating for more universalization and emphasizing the importance of indigenous social work approaches were simultaneously possible. Lyngstad ([<reflink idref="bib43" id="ref50">43</reflink>]) underscored the importance of being mindful of universalism's potential risks, encouraging practitioners to weigh how professional ethics might be conceptualized across contexts.</p> <p>If international learning opportunities provide a powerful tool for engaging students in this important debate, then they may significantly contribute to development of professional competencies for practice. At the same time, the underlying concerns inherent in the above findings suggest that approaches to host community collaboration must be deliberately designed to benefit local partners, at least as much as the visiting students, while also engaging students in critical examination of their roles and relationships with the host community.</p> <hd id="AN0148627411-5">Critical pedagogies in international social work education</hd> <p>The literature on effective pedagogies for teaching students while building ethical host community relationships (Gammonley, Rotabi, & Gamble, [<reflink idref="bib26" id="ref51">26</reflink>]; Lough, [<reflink idref="bib42" id="ref52">42</reflink>]; Thampi, [<reflink idref="bib61" id="ref53">61</reflink>]) provides models for international experiential program design. These experiential approaches include field placements (Bell & Anscombe, [<reflink idref="bib7" id="ref54">7</reflink>]; Matthew & Lough, [<reflink idref="bib46" id="ref55">46</reflink>]; Panos, Pettys, Cox, & Jones-Hart, [<reflink idref="bib51" id="ref56">51</reflink>]; Sossou & Dubus, [<reflink idref="bib59" id="ref57">59</reflink>]), service learning (Acquaye & Crewe, [<reflink idref="bib4" id="ref58">4</reflink>]; Porfilio & Hickman, [<reflink idref="bib55" id="ref59">55</reflink>]), and other short-term educational experiences (Gammonley et al., [<reflink idref="bib25" id="ref60">25</reflink>]; VeLure Roholt & Fisher, [<reflink idref="bib65" id="ref61">65</reflink>]). Of particular note is the need to intentionally counter "benevolent imperialism" (Razack, [<reflink idref="bib56" id="ref62">56</reflink>]), including work by multiple authors who recommend "reverse mission" approaches (Abram & Cruce, [<reflink idref="bib1" id="ref63">1</reflink>]; Abram, Shufeldt, & Rose, [<reflink idref="bib2" id="ref64">2</reflink>]; Abram, Slosar, & Walls, [<reflink idref="bib3" id="ref65">3</reflink>]). In their 2005 article, Abram and Cruce defined a reverse mission approach as one that draws "upon ecumenical efforts of global mission education" and emphasizes "learning, consciousness-raising, and advocating for changes in one's home country that can impact poverty and injustice in the world" rather than "teaching, preaching, and trying to convert others" (p. 163). This concept of reverse mission stimulates critical consciousness (Freire, [<reflink idref="bib22" id="ref66">22</reflink>]) and critical reflexivity (Sisneros, Stakeman, Joyner, & Schmitz, [<reflink idref="bib58" id="ref67">58</reflink>]) of practitioners' own misperceptions and cultural biases, echoes the Western social work value of recognizing clients as experts of their own contexts, and encourages local action in one's home country to effect change globally, rather than in the host country (Abram & Cruce, [<reflink idref="bib1" id="ref68">1</reflink>]), as was the intention of the delegation led by the international human rights organization.</p> <p>Though the literature above presents some guidance for effective host engagement, the perspectives of U.S. students of color are rarely included (Acquaye & Crewe, [<reflink idref="bib4" id="ref69">4</reflink>]). However, this reflects the reality that students of color, among several other groups, are underrepresented in education abroad in general. The limited studies that do exist on students of color in the wider literature have traditionally focused more on access (Brux & Fry, [<reflink idref="bib9" id="ref70">9</reflink>]; Comp, [<reflink idref="bib11" id="ref71">11</reflink>]; Penn & Tanner, [<reflink idref="bib54" id="ref72">54</reflink>]) than on learning outcomes. However, Jackson's ([<reflink idref="bib36" id="ref73">36</reflink>]), Wick's ([<reflink idref="bib67" id="ref74">67</reflink>]), and Willis's ([<reflink idref="bib68" id="ref75">68</reflink>]) studies have expanded this foci and respectively reflect related themes of "empowerment," "agency," and "self-actualization" among undergraduate students of color. The present study offers insight into the learning and professional gains of a culturally diverse group of graduate and undergraduate social work students who participated in a short-term reverse mission international professional development program focused on human trafficking in Thailand, filling several gaps in the literature.</p> <hd id="AN0148627411-6">Methods/design</hd> <p></p> <hd id="AN0148627411-7">Aims</hd> <p>Moje ([<reflink idref="bib48" id="ref76">48</reflink>]) argues that "researchers should engage in research not only to produce knowledge but also to make positive change in the lives of those who participate in research, change that the participants desire and articulate for themselves" (p. 25). Accordingly, this reverse mission program and related research project were intended to advance knowledge while engaging in socially just praxis: reflecting upon our processes with our students in order to take more informed and appropriate action to support experiential learning (Kolb, [<reflink idref="bib38" id="ref77">38</reflink>]) and critical consciousness (Freire, [<reflink idref="bib22" id="ref78">22</reflink>]) in each subsequent endeavor. This was in lieu of trying to intervene in a community for which we were ill equipped to serve or in ways that may have reified paternalistic notions of "helping." Data used in this inquiry sought to explore student learning in several professional domains: professional identity, community engagement, intercultural development, and other social work performance behaviors. The primary research question for this inquiry was the following: What gains, related to the CSWE's EPAS, do students derive from a professional development program exploring human trafficking in Thailand?</p> <hd id="AN0148627411-8">Methodology</hd> <p>Our research methodology included collecting demographic and observational data during predeparture processes, faculty observations and participant journals during the program, a group debrief session, and individual interviews within 1 month of returning to the United States for all nine study participants. The existing qualitative data offer rich exemplars and insight into participant learning and development (Rossman & Rallis, [<reflink idref="bib57" id="ref79">57</reflink>]). Additionally, though only five of nine participants attended focus groups 4 months after the program, and not all delegates submitted their journals, these data points influenced our "cultural intuition" as researchers who can draw upon multiple sources of knowledge including personal experience, existing research literature, professional experience, and the analytical research process (Delgado Bernal, [<reflink idref="bib17" id="ref80">17</reflink>]).</p> <hd id="AN0148627411-9">Instrumentation</hd> <p>A guiding principle in our research design was that guided reflection at multiple points in time throughout the research process could stimulate, and therefore deepen, participant gains, in accordance with high intervention programming (Bathurst & LaBrack, [<reflink idref="bib5" id="ref81">5</reflink>]; Zull, [<reflink idref="bib71" id="ref82">71</reflink>]), opposing the assumption that immersion by itself would automatically result in meaningful learning and development. All individual and focus group interview protocols (including the re-entry group debrief) were designed to flow from low- to high-risk questions (Ortiz, [<reflink idref="bib50" id="ref83">50</reflink>]), and questions were clustered together by topic. For example, re-entry protocols initially inquired about re-entry readjustment before moving on to academically and professionally related gains.</p> <hd id="AN0148627411-10">Re-entry debrief session</hd> <p>Faculty co-leaders conducted the re-entry group debrief within 1 month of the group's return. An underlying assumption was that the opportunity to reconnect and reflect with peers would allow all to deepen their learning from their experience abroad as they heard the different perspectives of others who might be at different stages of their meaning-making. Reflection prompts inquired into delegates' personal and professional development using questions such as "What did you take away from your Thailand experience (related to human trafficking, cultural difference and yourself)?" and "How do you think the experience of studying human trafficking in Thailand has or will impact you as a social worker?"</p> <hd id="AN0148627411-11">Re-entry interviews</hd> <p>Faculty researchers conducted individual interviews within 2 weeks of the re-entry group debrief. The protocol aimed at understanding delegates' past travel history, motivations for participation, how their expectations for the trip were or were not met, and how they linked the educational experience to their professional development as social workers. Sample questions included <emph>"Can you recall your general expectations, such as any academic, professional or personal goals for the trip?"; "What is your understanding of the issues involved in human trafficking now as compared to before the trip?"; and "How do you think the trip has or will affect your academic and/or professional life in the future?"</emph> The researchers modified the individual interview protocol to stimulate reflection on emerging personal goals related to activism or personal growth due to the synergy that was created in the re-entry group debrief.</p> <p> <bold>Four-month follow-up focus groups</bold>: Two focus group sessions including a total of five delegates took place 4 months after the program and probed for professional reflections with four questions. Sample questions include <emph>"Reflecting on the Core Competencies, are there any to which you connect to your experience with the Thailand program and, if so, how?" and "To what extent has meeting with the various anti–human trafficking leaders impacted your development? (as a woman, as a woman of color, as a U.S. citizen, and/or as a social worker/activist)?"</emph> A final question followed up with them on any actions they had participated in related to personal goals they had set for themselves during their individual interviews.</p> <p>The follow-up focus groups sought to examine how gains documented upon initial re-entry might be ongoing or evolving months later, with questions such as <emph>"How have you been able to integrate the learning abroad in your personal and professional life? And if not, what has caused it to be difficult?"</emph> We viewed this longer term follow-up as important to check for sustained growth or deepened insights over time (Bathurst & LaBrack, [<reflink idref="bib5" id="ref84">5</reflink>]; Zull, [<reflink idref="bib71" id="ref85">71</reflink>]).</p> <hd id="AN0148627411-12">Participants</hd> <p>Demographically, the sample (<emph>n</emph> = 9) was diverse in several ways, reflecting several groups underrepresented in education abroad (Engel, [<reflink idref="bib18" id="ref86">18</reflink>]). Seven were MSW students and two were bachelor of social work students. Five identified as Central and/or Mexican American, with one each of the following: African American, Japanese American, Filipina American, Vietnamese, and Cambodian American. Most were from the first generation in their families to pursue higher education. The vast majority were age 30 or under (one was 40) and all delegates were female.</p> <hd id="AN0148627411-13">Ethics</hd> <p>The faculty co-investigators approached both the travel program and the associated research project in a deliberate and participatory manner once they were invited by the ISWC to join the delegation. There was no academic credit to be awarded and thus travelers likely felt free to join or not join the study without the power dynamic inherent in a traditional class setting. Informed consent was explained and forms were collected from all 11 delegates during the initial predeparture orientation, though after the program, two participants declined to participate in the interviews and focus group. In order to ensure confidentiality and anonymity, three MSW research assistants were assigned to review transcripts of interviewees who were not in their cohort and whom they did not know and the researchers assigned pseudonyms to all delegates.</p> <p>As social work faculty we approached our research, teaching, and mentoring of delegates on this program with the intention of fostering their capacity to critically examine injustice and engage in activism. This engaged stance also served to challenge the positivist insistence on neutrality and objectivity in relationship to human narratives. Thus, we highlight Lather's ([<reflink idref="bib39" id="ref87">39</reflink>]) concept of "catalytic validity" that addresses "the degree to which the research process re-orients, focuses, and energizes participants" and recognizes "the reality-altering impact of the research process itself, but also ... the need to consciously channel this impact so that respondents gain self-understanding and, ideally, self-determination through research participation."</p> <p>In addition, as women of color faculty, Chicana feminist epistemology anchored our approach to interaction with delegates, which includes multiple ways of knowing, including personal experience, professional experience, and analytic research methods. Espino, Vega, Rendón, Ranero, and Muñiz's ([<reflink idref="bib21" id="ref88">21</reflink>]) concept of <emph>reflexión</emph>, grounded in Delgado Bernal's ([<reflink idref="bib16" id="ref89">16</reflink>]) "cultural intuition," informed our data collection. Both latter concepts emerge from Chicana feminist epistemologies, which Delgado Bernal ([<reflink idref="bib17" id="ref90">17</reflink>]) encouraged the exploration and utility of for other marginalized scholars. Thus, as women of color faculty (Black and White American and Filipina and Polish American) conducting the interviews and group sessions with other women of color (largely Latina), <emph>reflexión</emph> and cultural intuition offer a basis for a key methodological decision we made: During data collection, we came to perceive a opportunity for mentoring among the delegates. In this way, rather than maintaining a disinterested stance related to delegate needs and goals, we strove to "move beyond self-reflection and self-inquiry toward a shared experience" through which, as dialogue partners with delegates, we could "reflect our truths back" to them as they shared their own life journeys (Espino et al., [<reflink idref="bib21" id="ref91">21</reflink>]). Our intuitive intention was to center their need for encouragement and guidance on their journeys toward activism, making an "epistemological break" from the positivist stance (Hesse, [<reflink idref="bib33" id="ref92">33</reflink>], p. 196).</p> <hd id="AN0148627411-14">Analysis</hd> <p>Analysis reflected the iterative nature of qualitative research and the constant comparative method (Hewitt-Taylor, [<reflink idref="bib34" id="ref93">34</reflink>]). In order to ensure interrater reliability, three MSW research assistants (RAs) completed the initial coding to increase trustworthiness of the analysis of the data, which the two accompanying faculty co-investigators had collected. Each RA individually completed initial hand coding of the same two individual transcripts, created code lists, then compared their initial codes with each other and, through multiple peer debriefing sessions (Lincoln & Guba, [<reflink idref="bib40" id="ref94">40</reflink>]), refined them into one final co-created code list under the supervision of the lead researcher Willis. Ultimately, the team then uploaded this list and all transcripts into Dedoose, an online qualitative data analysis software, to complete coding of all transcripts. Exemplars were then further evaluated by applying the 2008 EPAS as an organizing framework. We note that given that qualitative research involves subjectivity, it is important to develop reflexivity in the research process (Malterud, [<reflink idref="bib44" id="ref95">44</reflink>]). Peer debriefing supported our team's reflexivity, as did the process of RAs developing positionality statements to increase their awareness of their orientation to the research. The publication of new EPAS in 2015 led the lead author to review coding and to conduct peer debriefing with the entire research team (three RAs and three faculty colleagues) in order to update the analysis.</p> <hd id="AN0148627411-15">Findings</hd> <p>Professional development in the field of social work spans a variety of qualities, skill sets, and demonstrable behaviors as established by CSWE's nine EPAS (CSWE [<reflink idref="bib14" id="ref96">14</reflink>]). Delegates demonstrated growth in six out of the nine EPAS Competencies; in particular, 1: Demonstrate Ethical and Professional Behavior; 2: Engage Diversity and Difference in Practice; 3: Advance Human Rights and Social, Economic and Environmental Justice; 5: Engage in Policy Practice; 6: Engage with Individuals, Families, Groups, Organizations, and Communities; and 8: Intervene with Individuals, Families, Groups, Organizations, and Communities.</p> <hd id="AN0148627411-16">Professional roles and identity</hd> <p>As delegates explored the social welfare system in Thailand through site visits, they noted how the organizations there helped and supported human trafficking survivors. More than half of delegates offered examples of gaining a deeper understanding of their professional roles and responsibilities as a result of these meetings. Lilia and Wanda drew different lessons regarding the establishment of professional boundaries. Wanda felt better equipped to hold traditional U.S. boundaries with clients once she was back in the States in her second-year internship. "I was able to maintain that professional boundary with clients and it was directly related to being on the trip and some of the things that occurred there on the trip." In contrast, Lilia expressed her observation of different boundaries in Thailand:</p> <p>What I kind of observed was the boundaries, the relationship with the client. It is much more, I want to say relaxed. It is not so rigid, "I can't do this, I can't do that, I can't accept this." I mean, I understand parts of it here [in the United States] and why we have it.</p> <p>Lilia seemed to be developing a nuanced and culturally grounded interpretation of professional boundaries from the testimonials she heard from agency staff in Thailand.</p> <p>Tomiko expressed recognition of the importance of interdisciplinary collaboration:</p> <p>Social workers, we're not alone in this fight, that we have other people in other professions who are working alongside us, and it's only together that we're going to be able to make a change. The trip really opened my eyes to what I need to be aware of what other people are doing, and I guess the interdependence.</p> <p>She also explained feeling a deeper awareness of social workers' responsibility to advocate as a result of her experience in Thailand. Along similar lines, Wanda expressed feeling more conscientious about the need to dig more deeply into issues through research: "It just helped me to be more conscientious and diligent in researching what I'm preparing for, whether it's speaking or having a session with a client."</p> <p>Each of these exemplars relates to 2015 EPAS 1, which is Demonstrate Ethical and Professional Behavior. Wanda and Lilia's discussion of boundaries relates to professional judgment and behavior, and Tomiko's mention of other professions reflects her awareness of the role of interprofessional teaming. Wanda suggests both a commitment to lifelong learning and perhaps even consultation in her mention of the new rigor with which she undertakes preparations and research for her work. The Thailand delegation prompted delegates to reflect on their professional roles, especially on boundaries, interdisciplinary teamwork, and personal reflection in meeting the clients' needs. All of these fostered professional and ethical behaviors.</p> <hd id="AN0148627411-17">Complex context of "choice"</hd> <p>During predeparture orientation, several delegates acknowledged having assumed that victims of human trafficking bore a large share of the responsibility, particularly those involved in sex work. However, traveling to Thailand, delegates were exposed to a vastly different social and economic context that reflected complex, entrenched social forces. Exposed first-hand to the realities of sex tourism, organized child begging rings, and shrimp fishermen being forced to remain on boats for years but then thrown overboard if they became ill, delegates were at first shocked. Over the course of the program, delegates began to understand the underlying causes of the social environment and dynamics in Thailand. Asked what she was taking away from the experience as part of the delegation, Tomiko's answer reflects her awareness of social forces at play as described in EPAS 2, 3, and 5: "How poverty and lack of opportunities drives people to or continues the trafficking. ... Thailand is a rich country around poorer surrounding countries, so Thailand pulls these people to come in to work [there]." Paloma elaborates on her new insight:</p> <p>People came from other countries and maybe there are not many opportunities or maybe not the opportunities that they would want. We learned about their passport and they do not have it, so they do not have these opportunities to get jobs that may be more desirable. So the choices that they have, how limited they are ... why they are doing some of these certain jobs that maybe we would think, "Oh, that is unconventional or bad" or whatnot. ... We think they have a choice and they can leave but maybe they do not really have that choice.</p> <p>Like Paloma, yet more concretely, undergraduate Marissa linked the issues to her understanding of people's behaviors within the context of their social environments:</p> <p>I think [about] person and environment, because on our trip, we got a sense of: this is the woman that's being trafficked. The system. So, I think being aware of that in Thailand and then bringing this back here. ... I also think it ties in with just not judging a person because, you know, ... like say if someone robs a bank. We can't just look at them as a criminal. Maybe they have a baby on the way and they don't have any funds, and they want to take care of their family. So, just really looking at their environment or what the families we learned about in Thailand, how parents would sell their children to the traffickers because they were so poor. They're just living in extreme poverty.</p> <p>Encounters in Thailand enabled delegates to grapple with issues of human trafficking from a more informed and macro perspective. They gained a deeper understanding of how Thailand's immigration policies and lack of employment opportunities in concert with a region's social inequality and economic stratification affect people's "choices," a concept that was fraught with contradiction in the local context. Gains surfaced in at least three EPAS (<reflink idref="bib2" id="ref97">2</reflink>, 3, and 5).</p> <hd id="AN0148627411-18">Cultural humility</hd> <p>At a fundamental level, in response to encounters during the program, instead of making assumptions and judgments based on their own standards, delegates felt stretched to be nonjudgmental, to meet clients where they were at, to center clients as experts, and to recognize social forces of oppression at play. These relate to EPAS 1, 2, 3, and 6 and are fundamental aspects of cultural humility as described by Tervalon and Murray-García ([<reflink idref="bib60" id="ref98">60</reflink>]), who recognize the need to acknowledge multicultural and intersectional perspectives of clients and the power imbalances inherent in client–worker relationships. These authors, the originators of the concept of cultural humility, also include in their definition a commitment to lifelong learning, critical self-evaluation, mutually beneficial, nonpaternalistic partnerships between workers and the individuals and communities they serve, and holding institutions accountable. Ortega and Faller ([<reflink idref="bib49" id="ref99">49</reflink>]) focused on foundational aspects of cultural humility of self-reflection, openness, and acceptance of clients. Denise expresses a common refrain among delegates of suspending judgment that reflects a culturally humble stance:</p> <p>It was so stunning to see all these young kids in that area. But it made me also question like, okay, we are coming in here as outsiders, so we don't really know the full dynamic of what really goes on as to why these kids are here. ... I don't want to be judgmental and just come into this country that I don't understand ... obviously, they have a reason why they are doing it. I can't just kind of come in here and say, oh, you are doing it wrong, you are not taking care of your kid because you have them in this area where they are seeing this.</p> <p>In a similar vein, Tomiko recognized that the shrimp factory environment did not meet her expectations for health and safety standards, yet hearing context from the local guide, she strove to understand the social context:</p> <p>... I wanted to label them as being people who needed help ... but then I didn't know what to think because it seemed like based on their background it wasn't a bad place to live or work. As good or bad but just be open, observe, and learn that this is what happens in Thailand and just not try to place any judgments on it.</p> <p>Wrestling with an absolute versus relative sense of poverty and living standards she encountered in Thailand, Tomiko's words reflect her budding awareness that matters are not black and white and that evaluating them within their own cultural context is important. These exemplars demonstrate delegates' abilities to understand how difference affects the human experience (EPAS Competency 2) as well as the global pervasiveness of social oppressions (EPAS Competency 3).</p> <p>Amanda was able to recognize and challenge herself, articulating a common sentiment:</p> <p>I think coming back from the trip, I have been thinking ... was I really ... as an intern, was I really meeting clients where they were at? ... We always say we should meet the client where they're at, and I think I really, truly understand that now, after being in Thailand ... I really got that. So, I think I'm going to take that and use that in my practice.</p> <p>Meeting the client where they are at, a central tenet of social work practice in the United States, relates not only to an internal attitude of nonjudgment and understanding social forces but also to engaging with clients from this perspective, as reflected in EPAS 6. It was also echoed 4 months later by Wanda and Tomiko, who had integrated these gray areas into their daily practices. Wanda shared in the follow-up focus group: "Just trying to help them improve where they are. Not based on where I think they should be. And so this trip going there ... without putting my values on them, coming back that's changed. And so those are lessons."</p> <p>Tomiko further expressed how the program influenced her view of clients as experts:</p> <p>... in Thailand, we were forced to consider the people around us as the experts of their culture and here that's how we're supposed to be viewing them as well. ... And I think that responsibility that we have or that attitude we should have kind of stayed with me.</p> <p>These exemplars represent how delegates became more aware of their own values and judgments in reaction to an unfamiliar social and economic context (EPAS 1), gained some understanding of the realities of others who lived very different lives from their own, fostering their ability to engage diversity and difference (EPAS 2). Their commitment to advancing human rights and social and economic justice (EPAS 3) was deepened and they noted applying things they learned to their work in engaging clients upon return (EPAS 6). These insights seemed to increase delegates' empathy for victims caught in the complex web of the social forces at play and, in turn, led them to take action on mezzo- and macrolevels as well.</p> <hd id="AN0148627411-19">Community engagement</hd> <p>Participating in the delegation inspired every delegate to get involved in macro social work in some way at least once within the first few months of his or her return. Most delegates reported feeling motivated to participate in community events to raise awareness about human trafficking, and several even decided to initiate their own. The re-entry group debrief was a catalyst for delegates who, once reunited, were emboldened by each other to take collective action. In addition, rather than remaining neutral observers of the focus group, faculty researchers' cultural intuition (Delgado Bernal, [<reflink idref="bib16" id="ref100">16</reflink>]) led us to prioritize student needs for encouragement and mentoring over the pursuit of "objective data" because we felt compelled to mentor and encourage participants through the sharing of our own experiences with macro work (Espino et al., [<reflink idref="bib21" id="ref101">21</reflink>]). At that session, Wanda shared that she was "not much of a leader" and could not imagine tackling human trafficking on her own. However, through her own initiative and research, she had learned about and signed up for a walk-a-thon to raise funds to support a statewide anti–human trafficking proposition on the ballot that fall. She casually shared this information and wound up inviting her peers at the re-entry group debrief, placing herself in an unexpected leadership role. Most decided to join her in the walk, and they wound up being the team that raised the most funds.</p> <p>The walk-a-thon Wanda inspired many to join had a ripple effect among the Thailand delegates. Amanda was motivated to participate and was excited to spread the word about human trafficking to raise public awareness, sharing in her individual interview that "from now until December, I'm using the walk as a way to reach out to people, and fundraising and having people read my page, and if they can't donate, then at least have them read it." Delegates' collective response did not stop at fundraising for the walk-a-thon. Denise came up with the idea for an additional fundraiser while she was at a newly opening venue one evening.</p> <p>When I was talking to the guy at the winery, I was telling him I got it from Wanda because I didn't even know about the Proposition 35 [anti–human trafficking proposition]. So I ... figured, what if I could bring in a speaker to talk about it, just to bring in awareness of what's going on. ... I was trying to see, well, where am I going to get these people and I was like, a good way to promote would be at the walk-a-thon ... to bring in those people because those are people ... that actually care. ...</p> <p>Denise engaged several key peers from the Thailand group and together they spearheaded a fundraiser and awareness-raising event featuring an evening of speakers and music at the wine bar. The entire Thailand group supported and attended this event. In total, the walk-a-thon and wine bar event raised nearly $4,000, which they donated to a Thai nonprofit the group had visited and a California anti–human trafficking proposition on the ballot. These efforts to support a statewide proposition reflected interest in macrolevel interventions and EPAS 5, which calls for engagement in policy practice. EPAS 5 includes the identification of local, state, and federal policies that affect well-being, service delivery, and access to social services.</p> <p>Several delegates, though they joined in the two fundraising events, focused more so on awareness raising, though in different ways. Of particular note was Serena, who aimed to spread awareness of the issue through a Facebook page for both events. However, she hoped to spark greater interest in the cause, rather than what she interpreted as potentially disinterested charity:</p> <p>I told them to click on my link and read about human trafficking and then they can decide if they want to donate or not. More than a handful of people got back to me, and they are like, hey, how can I donate to you? I'm like, no. ... What I'm really trying to do is spread awareness. ... It's frustrating because my main goal is to spread the word. When we were in Thailand, [our local expert guide] was saying, it's not always great just to give money, but it's better to spread awareness and educate them. ... That really stuck with me. ...</p> <p>This prioritization of awareness, over donations, was also evident when three delegates became heavily involved in the school's ISWC because, as Marissa put it: "Because we know about it, but our whole campus [doesn't]. It's all students, and I think it's important that we all learn about it and know what's going on." Taken together, these intentions to spread awareness of issues and influence related social policies, including raising funds, reflected engagement on both mezzo- and macrolevels. We recognize these as linked to EPAS 3, 5, and even 8, the latter of which includes intervention with organizations and communities.</p> <p>Ultimately, delegates reported returning to the United States with enhanced professional insights and identity, with increased understanding of the complex global issues contributing to human exploitation, with more cultural humility, and feeling compelled to take action on both local and global levels on the subject. Evidence of gains in EPAS competencies 1, 2, 3, 5, 6, and 8 surfaced among multiple delegates, reflecting growth across all levels of practice.</p> <hd id="AN0148627411-20">Discussion and implications</hd> <p>Reflections from our diverse group of delegates suggest growth in six of the nine 2015 EPAS competencies that link to existing research in related domains. For example, our findings of the exploration and integration of professional boundaries and deepened commitment to interdisciplinary professional collaboration relate to work done by Boateng and Thompson ([<reflink idref="bib8" id="ref102">8</reflink>]), Gilin and Young ([<reflink idref="bib28" id="ref103">28</reflink>]), and Voss et al. ([<reflink idref="bib66" id="ref104">66</reflink>]), which reported gains in professional identities, clearly related to 2015 EPAS 1 (Demonstrate Ethical and Professional Behavior). Similar to Mapp ([<reflink idref="bib45" id="ref105">45</reflink>]) and Voss et al. ([<reflink idref="bib66" id="ref106">66</reflink>]), we recorded evidence of increased cultural humility among delegates when they returned to the United States to work with clients, corresponding to both 2015 EPAS 2 (Engage Diversity and Difference) and 6 (Engagement With Clients), rather than the benevolent imperialism Razack ([<reflink idref="bib56" id="ref107">56</reflink>]) warned against if a U.S. delegation were to attempt to be of service in Thailand. Outcomes such as increased awareness of, and commitment to, social justice identified by Abram and Cruce ([<reflink idref="bib1" id="ref108">1</reflink>]), Ericson ([<reflink idref="bib20" id="ref109">20</reflink>]), and Lindsey ([<reflink idref="bib41" id="ref110">41</reflink>]) correspond to our findings of more nuanced understanding of the social and economic contexts, which we link to 2015 EPAS 3 (Advance Human Rights and Social, Economic and Environmental Justice).</p> <p>However, two of our findings related to delegates' community engagement are less directly reflected in existing literature, namely, Engaging in Policy Practice (2015 EPAS 5) and Intervening With Communities (2015 EPAS 8) once they returned home. Ultimately, delegates also came to recognize and act upon parallels between human trafficking in Thailand and the United States in alignment with the reverse mission model (Abram & Cruce, [<reflink idref="bib1" id="ref111">1</reflink>]).</p> <p>It is our belief that several elements of the experience facilitated these less frequently documented gains for students, namely, the reverse mission design (Abram & Cruce, [<reflink idref="bib1" id="ref112">1</reflink>]), the opportunity for guided critical reflection at multiple points in time (Bathurst & LaBrack, [<reflink idref="bib5" id="ref113">5</reflink>]; Zull, [<reflink idref="bib71" id="ref114">71</reflink>]), and the positive influence of peer interaction. From the beginning, students received consistent messages from our hosts in Thailand about the importance of spreading awareness in their home communities, rather than trying to be of service locally. In addition, the importance of critical pedagogy became clear in two ways. First, the tension between universalism and cultural relativism discussed by Ghose ([<reflink idref="bib27" id="ref115">27</reflink>]) and Healy ([<reflink idref="bib32" id="ref116">32</reflink>]) surfaced during the program, requiring careful facilitation by faculty for a fuller reflection process than was offered by the third-party program provider. If faculty had not created space during the busy itinerary for critical reflection and to help students apply social work frameworks, it is not clear how the delegates would have translated the experience into professional gains. Secondly, we believe that the research process itself served as a high-impact intervention stimulating deepened learning through the delegation's meetings and critical reflections. Specifically, the re-entry group debrief with all program participants provided an opportunity to reconnect with each other. This built confidence and momentum among the group, both for the initial idea generators, Wanda and Denise, who became unexpected leaders, and for those who were emboldened by them during the focus group. Through their bond as a team of emerging professionals, delegates collaborated to take action locally, inspiring even the two who decided not to participate in the study to volunteer for the wine bar fundraiser.</p> <p>We note two potential limitations of this study. First, this study did not collect predeparture interview or focus group data as a baseline to establish participants' professional orientations. Still, our predeparture, in-country, and re-entry observational data do support prior research that documents social work students' primary interest in clinical practice rather than administration, policy, or macro work (Pardasani, [<reflink idref="bib52" id="ref117">52</reflink>]). The changes that the delegates describe suggest growth if we believe that those in this study are similar to the wider social work student population. Additionally, our 20+ collective years as social workers educators (our personal and professional experiences), combined with existing literature, lead us to trust our cultural intuition (Delgado Bernal, [<reflink idref="bib17" id="ref118">17</reflink>]) that our participants were similar to other social work students in their predisposition to micropractice. Secondly, though we have final, 4-month follow-up data on only five of nine participants, all nine participated in the re-entry focus group and individual interviews. Combined with our observational data of all nine who participated in the two activist events, we believe that these data points help to offset this potential limitation.</p> <p>We recommend that future studies utilize comprehensive, matched pre–post methods to provide richer evidence of participant change. Such robust 2015 EPAS baseline data, combined with longer-term follow-up data, would yield useful results related to professional gains from ISWE programs. Studies directly comparing service learning versus reverse mission programs would yield rich insight into the different types of learning outcomes that these programs can support. Social work educators interested in targeting specific EPAS through programs to complement their campus-based curriculum should find such studies valuable, because growth in Competencies 4, 7, and 9 did not emerge from the data. Ultimately, we think it wise to be realistic about the kinds of student learning outcomes such programs can foster and recognize that even the best critical reflection may not lead to results in all EPAS depending on the types of learning activities available.</p> <hd id="AN0148627411-21">Conclusion</hd> <p>This study of a reverse mission program in Thailand offers important insight into the professional development of two groups of underrepresented students in education abroad: social work students and students of color. In addition to implications for their micropractice skills, participants were compelled to intervene on mezzo- and macrolevels, organizing awareness-raising and fundraising campaigns on behalf of legislation for victims and survivors of human trafficking upon return home. Participation in the re-entry group debrief and individual interviews appears to have emboldened delegates to overcome self-doubts to address this dauntingly complex global issue. Researchers underscore the importance of guided critical reflection and high-intervention models of education abroad (Bathurst & LaBrack, [<reflink idref="bib5" id="ref119">5</reflink>]; Zull, [<reflink idref="bib71" id="ref120">71</reflink>]), particularly if the intent is to utilize a reverse mission approach (Abram & Cruce, [<reflink idref="bib1" id="ref121">1</reflink>]) and to avoid benevolent imperialism (Razack, [<reflink idref="bib56" id="ref122">56</reflink>]). Results suggest that peers also play a powerful role in motivating and empowering each other to get involved on the macrolevel. The utility of the 2015 EPAS as an evaluation framework is also clear. We hope that this research will encourage wider use of it as an effective tool for assessing ISWE to better understand the optimal conditions under which these programs can spark EPAS growth related to global consciousness and action among emerging professionals.</p> <hd id="AN0148627411-22">Disclosure statement</hd> <p>No potential conflict of interest was reported by the authors.</p> <ref id="AN0148627411-23"> <title> References </title> <blist> <bibl id="bib1" idref="ref14" type="bt">1</bibl> <bibtext> Abram, F. Y., & Cruce, A. (2007). A re-conceptualization of "reverse mission" for international social work education and practice. Social Work Education, 26, 3 – 19. doi: 10.1080/02615470601036393</bibtext> </blist> <blist> <bibl id="bib2" idref="ref64" type="bt">2</bibl> <bibtext> Abram, F. Y., Shufeldt, G., & Rose, K. (2004). Can reverse mission internationalize social work–Without the hegemony of religious, social, or intellectual conversion? Social Work & Christianity, 31 (2), 136 – 161. Retrieved from <ulink href="http://mimas.calstatela.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=14257117&site=ehost-live">http://mimas.calstatela.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=14257117&site=ehost-live</ulink></bibtext> </blist> <blist> <bibl id="bib3" idref="ref65" type="bt">3</bibl> <bibtext> Abram, F. Y., Slosar, J. A., & Walls, R. (2005). Reverse mission: A model for international social work education and transformative intra-national practice. International Social Work, 48 (2), 161 – 176. doi: 10.1177/0020872805050490</bibtext> </blist> <blist> <bibl id="bib4" idref="ref58" type="bt">4</bibl> <bibtext> Acquaye, L. A., & Crewe, S. E. (2012). International programs: Advancing human rights and social justice for African American students. Journal of Social Work Education, 48, 763 – 784. doi: 10.5175/JSWE.2012.201100130</bibtext> </blist> <blist> <bibl id="bib5" idref="ref81" type="bt">5</bibl> <bibtext> Bathurst, L., & LaBrack, B. (2012). Shifting the locus of intercultural learning: Intervening prior to and after student experiences abroad. In M. Vande Berg, R. M. Paige, & K. Hemming Lou (Eds.), Student learning abroad: What our students are learning, what they're not, and what we can do about it (pp. 261 – 283). Sterling, Virginia : Stylus Publishing, LLC.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref48" type="bt">6</bibl> <bibtext> Beecher, B., Reeves, J., Eggertsen, L., & Furuto, S. (2010). International students' views about transferability in social work education and practice. International Social Work, 53, 203 – 216. doi: 10.1177/0020872809355392</bibtext> </blist> <blist> <bibl id="bib7" idref="ref54" type="bt">7</bibl> <bibtext> Bell, K., & Anscombe, A. W. (2013). International Field Experience in Social Work: Outcomes of a Short-Term StudyAbroad Programme to India. Social Work Education, 32 (8), 1032 – 1047. doi: 10.1080/02615479.2012.730143</bibtext> </blist> <blist> <bibl id="bib8" idref="ref30" type="bt">8</bibl> <bibtext> Boateng, A., & Thompson, A. M. (2013). Study abroad Ghana: An international experiential learning. Journal of Social Work Education, 49, 701 – 715. doi: 10.1080/10437797.2013.812897</bibtext> </blist> <blist> <bibl id="bib9" idref="ref70" type="bt">9</bibl> <bibtext> Brux, J. M., & Fry, B. (2009). Multicultural students in study abroad: Their interests, their issues, and their constraints. Journal of Studies in International Education, 20 (10), 1 – 19.</bibtext> </blist> <blist> <bibtext> Caragata, L., & Sanchez, M. (2002). Globalization and global need: New imperatives for expanding international social work education in North America. International Social Work, 45, 217 – 238. doi: 10.1177/00208728020450020201</bibtext> </blist> <blist> <bibtext> Comp, D. (2008). U.S. heritage-seeking students discover minority communities in Western Europe. Journal of Studies in International Education, 12, 29 – 37. doi: 10.1177/1028315307299417</bibtext> </blist> <blist> <bibtext> Corbin, J. (2012). Ethical tensions and dilemmas experienced in a Northern Ugandan social work internship. Journal of Social Work Education, 48, 817 – 836. doi: 10.5175/JSWE.2012.201100136</bibtext> </blist> <blist> <bibtext> Council on Social Work Education. (2008). Educational policy and accreditation standards. Alexandria, VA : Author.</bibtext> </blist> <blist> <bibtext> Council on Social Work Education. (2015). Educational policy and accreditation standards. Alexandria, VA : Author.</bibtext> </blist> <blist> <bibtext> Council on Social Work Education. (2016). Annual statistics on social work education in the United States. Alexandria, VA: Author.</bibtext> </blist> <blist> <bibtext> Delgado Bernal, D. (1998). Using a Chicana feminist epistemology in educational research. Harvard Educational Review, 68 (4), 555 – 582. doi: 10.17763/haer.68.4.5wv1034973g22q48</bibtext> </blist> <blist> <bibtext> Delgado Bernal, D. (2016, June) Cultural intuition: Then, now and into the future. Center for Critical Race Studies at UCLA Research Briefs. Issue 1. Retrieved from https://issuu.com/almaiflores/docs/ddb_research_brief_final_version</bibtext> </blist> <blist> <bibtext> Engel, L. C. (2017). Underrepresented students in US study Abroad: Investigating impacts: (Research and policy brief series, Issue No. 1). Washington, DC : Institute for International Education Center for Academic Mobility, Research and Impact and IIE Generation Study Abroad.</bibtext> </blist> <blist> <bibtext> Engstrom, D., & Jones, L. P. (2007). A broadened horizon: The value of international internships. Social Work Education, 26 (2), 136 – 150. doi: 10.1080/02615470601042631</bibtext> </blist> <blist> <bibtext> Ericson, C. B. (2011). Pura vida with a purpose: Energizing engagement with human rights through service-learning. Advances in Social Work, 12, 63 – 78. Retrieved from https://journals.iupui.edu/index.php/advancesinsocialwork</bibtext> </blist> <blist> <bibtext> Espino, M. M., Vega, I. I., Rendón, L. I., Ranero, J. J., & Muñiz, M. M. (2012). The process of reflexión in bridging testimonios across lived experience. Equity & Excellence in Education, 45 (3), 444 – 459. doi: 10.1080/10665684.2012.698188</bibtext> </blist> <blist> <bibtext> Freire, P. (1986). Pedagogy of the oppressed. New York, NY : Continuum.</bibtext> </blist> <blist> <bibtext> Gabel, S. G., & Healy, L. M. (2012). Introduction to the Special Issue: Globalization and social work education. Journal of Social Work Education, 48 (4), 627 – 634. doi: 10.5175/JSWE.2012.201200093</bibtext> </blist> <blist> <bibtext> Gair, S., Miles, D., & Thomson, J. (2005). Reconciling indigenous and non-indigenous knowledges in social work education: Action and legitimacy. Journal of Social Work Education, 41 (2), 179 – 190. doi: 10.5175/JSWE.2005.200300358</bibtext> </blist> <blist> <bibtext> Gammonley, D., Rotabi, K. S., Forte, J., & Martin, A. (2013). Beyond study abroad: A human rights delegation to teach policy advocacy. Journal of Social Work Education, 49, 619 – 634. doi: 10.1080/10437797.2013.812508</bibtext> </blist> <blist> <bibtext> Gammonley, D., Rotabi, K. S., & Gamble, D. N. (2007). Enhancing global understanding with study abroad: Ethically grounded approaches to international learning. Journal of Teaching in Social Work, 27 (3/4), 115 – 135. doi: 10.1300/J067v27n03_08</bibtext> </blist> <blist> <bibtext> Ghose, T. (2012). Teaching about a sex work community in India: Towards a postcolonial pedagogy. Journal of Social Work Education, 48 (4), 707 – 726. doi: 10.5175/JSWE.2012.201100134</bibtext> </blist> <blist> <bibtext> Gilin, B., & Young, T. (2009). Educational benefits of international experiential learning in an MSW program. International Social Work, 52, 36 – 47. doi: 10.1177/0020872808093347</bibtext> </blist> <blist> <bibtext> Gray, M. (2005). Dilemmas of international social work: Paradoxical processes in indigenization, universalism, and imperialism. International Journal of Social Welfare, 14, 231 – 238. doi: 10.1111/j.1468-2397.2005.00363.x</bibtext> </blist> <blist> <bibtext> Gray, M., & Fook, J. (2007). The quest for a universal social work: Some issues and implications. Social Work Education, 23 (5), 625 – 644. doi: 10.1080/0261547042000252334</bibtext> </blist> <blist> <bibtext> Greenfield, E. A., Davis, R. T., & Fedor, J. P. (2012). The effect of international social work education: Study abroad versus on-campus courses. Journal of Social Work Education, 48, 739 – 761. doi: 10.5175/JSWE2012.201100147</bibtext> </blist> <blist> <bibtext> Healy, L. (2007). Universalism and cultural relativism in social work ethics. International Social Work, 50, 11 – 26. doi: 10.1177/0020872807071479</bibtext> </blist> <blist> <bibtext> Hesse, M. (1980). Revolutions and reconstructions in the philosophy of science. Brighton: Harvester Press.</bibtext> </blist> <blist> <bibtext> Hewitt-Taylor, J. (2001). Use of constant comparative analysis in qualitative research. Nursing Standard (through 2013), 15 (42), 39 – 42. doi: 10.7748/ns2001.07.15.42.39.c3052</bibtext> </blist> <blist> <bibtext> Institute of International Education. (2016). Leading institutions by study Abroad total, 2014/15. Open Doors Report on International Educational Exchange. Retrieved from <ulink href="http://www.iie.org/opendoors">http://www.iie.org/opendoors</ulink></bibtext> </blist> <blist> <bibtext> Jackson, M. J. (2006). Traveling shoes: Study abroad experiences of African American students participating in California State University international programs (Doctoral dissertation). University of San Francisco. ProQuest Dissertations and Theses. Retrieved from <ulink href="http://search.proquest.com/docview/304909330?accountid=10351">http://search.proquest.com/docview/304909330?accountid=10351</ulink></bibtext> </blist> <blist> <bibtext> Knight, C. K., & Gitterman, A. (2018). Merging micro and macro intervention: Social work practice with groups in the community. Journal Of Social Work Education, 54 (1), 3 – 17. doi: 10.1080/10437797.2017.1404521</bibtext> </blist> <blist> <bibtext> Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ : Prentice-Hall.</bibtext> </blist> <blist> <bibtext> Lather, P. (1986). Issues of validity in openly ideological research: Between a rock and a soft place. Interchange, 17 (4), 63 – 84. doi: 10.1007/BF01807017</bibtext> </blist> <blist> <bibtext> Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA : Sage.</bibtext> </blist> <blist> <bibtext> Lindsey, E. W. (2005). Study abroad and values development in social work students. Journal of Social Work Education, 41, 229 – 249. doi: 10.5175/JSWE.2005.200303110</bibtext> </blist> <blist> <bibtext> Lough, B. J. (2009). Principles of effective practice in international social work field placements. Journal of Social Work Education, 45, 467 – 480. doi: 10.5175/JSWE.2009.200800083</bibtext> </blist> <blist> <bibtext> Lyngstad, R. (2013). Contextual social work and internationalizing social work education: Two sides of the same story? Journal of Social Work, 13, 400 – 418. doi: 10.1177/1468017311435202</bibtext> </blist> <blist> <bibtext> Malterud, K. (2001). Qualitative research: Standards, challenges, and guidelines. The Lancet, 358 (9280), 483 – 488. doi: 10.1016/S0140-6736(01)05627-6</bibtext> </blist> <blist> <bibtext> Mapp, S. C. (2012). Effect of short-term study abroad programs on students' cultural adaptability. Journal of Social Work Education, 48, 727 – 737. doi: 10.5175/JSWE.2012.201100103</bibtext> </blist> <blist> <bibtext> Matthew, L. E., & Lough, B. J. (2017). Challenges social work students encounter in international field placements and recommendations for responsible management. Journal of Social Work Education, 53 (1), 18 – 36. doi: 10.1080/10437797.2016.1246268</bibtext> </blist> <blist> <bibtext> Mehrotra, G. G., Tecle, A. S., An Thi, H., Ghneim, S., & Gringeri, C. (2018). Challenges to bridging field and classroom instruction: Exploring field instructors' perspectives on macro practice. Journal Of Social Work Education, 54 (1), 135 – 147. doi: 10.1080/10437797.2017.1404522</bibtext> </blist> <blist> <bibtext> Moje, E. B. (2000). Changing our minds, changing our bodies: Power as embodied in research relations. Qualitative Studies in Education, 13 (1), 15 – 42. doi: 10.1080/095183900235717</bibtext> </blist> <blist> <bibtext> Ortega, R. M., & Faller, K. C. (2011). Training child welfare workers from an intersectional cultural humility perspective. A Paradigm Shift Child Welfare, 90 (5), 27 – 49.</bibtext> </blist> <blist> <bibtext> Ortiz, A. M. (2003). Ethnographic interviews. In F. Stage & K. Manning (Eds.), Diverse research approaches and methods applied to the college environment (pp. 35–48). New York and Hove: Brunner-Routledge.</bibtext> </blist> <blist> <bibtext> Panos, P. T., Pettys, G. L., Cox, S. E., & Jones-Hart, E. (2004). Survey of international field education placements of accredited social work education programs. Journal of Social Work Education, 40, 467 – 478. doi: 10.1080/10437797.2004.10672301</bibtext> </blist> <blist> <bibtext> Pardasani, M. M. (2018). Recruiting, engaging, and educating social work leaders: An innovative curricular model. Social Work Education, 37 (4), 519 – 534. doi: 10.1080/02615479.2018.1439002</bibtext> </blist> <blist> <bibtext> Pawar, M., Hanna, G., & Sheridan, R. (2004). International social work practicum in India. Australian Social Work, 57, 223 – 236. doi: 10.1111/j.1447-0748.2004.00150.x</bibtext> </blist> <blist> <bibtext> Penn, E. B., & Tanner, J. (2009). Black students and international education: An assessment. Journal of Black Studies, 40 (2), 266 – 282. doi: 10.1177/0021934707311128</bibtext> </blist> <blist> <bibtext> Porfilio, B., & Hickman, H. (2011). Critical-service learning as a revolutionary pedagogy: An international project of student agency in action. critical constructions: Studies on education and society. Charlotte, NC: IAP - Information Age Publishing, Inc. Retrieved from <ulink href="http://mimas.calstatela.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED529604&site=ehost-live;">http://mimas.calstatela.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED529604&site=ehost-live;</ulink><ulink href="http://www.infoagepub.com/products/Critical-Service-Learning-as-a-Revolutionary-Pedagogy">http://www.infoagepub.com/products/Critical-Service-Learning-as-a-Revolutionary-Pedagogy</ulink></bibtext> </blist> <blist> <bibtext> Razack, N. (2002). A critical examination of international student exchanges. International Social Work, 45 (2), 251 – 265. doi: 10.1177/00208728020450020801</bibtext> </blist> <blist> <bibtext> Rossman, G. B., & Rallis, S. F. (2003). Learning in the field: An introduction to qualitative research (2nd ed.). Thousand Oaks, CA : Sage.</bibtext> </blist> <blist> <bibtext> Sisneros, J., Stakeman, C., Joyner, M., & Schmitz, C. (2008). Critical multicultural social work. Chicago, IL : Lyceum.</bibtext> </blist> <blist> <bibtext> Sossou, M., & Dubus, N. (2013). International social work field placement or volunteer tourism? Developing an asset-based justice-learning field experience. Journal of Learning Design, 6 (1), 10 – 19. Retrieved from <ulink href="http://mimas.calstatela.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1012882&site=ehost-live">http://mimas.calstatela.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1012882&site=ehost-live</ulink></bibtext> </blist> <blist> <bibtext> Tervalon, M., & Murray-García, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved, 9 (2), 117 – 125.</bibtext> </blist> <blist> <bibtext> Thampi, K. (2017). Social work education crossing the borders: A field education programme for international internship. Social Work Education, 36 (6), 609 – 622. doi: 10.1080/02615479.2017.1291606</bibtext> </blist> <blist> <bibtext> Trygged, S. (2010). Balancing the global and the local: Some normative reflections on international social work. International Social Work, 53 (5), 644 – 655. doi: 10.1177/0020872810371204</bibtext> </blist> <blist> <bibtext> Ugiagbe, E. O. (2014). Social work is context-bound: The need for indigenization of social work practice in Nigeria. International Social Work, 58 (6), 790 – 801. doi: 10.1177/0020872813515013</bibtext> </blist> <blist> <bibtext> United Nations Development Program. (2015). Sustainable development goals. Retrieved from <ulink href="http://www.undp.org/content/undp/en/home/sustainable-development-goals.html">http://www.undp.org/content/undp/en/home/sustainable-development-goals.html</ulink></bibtext> </blist> <blist> <bibtext> VeLure Roholt, R., & Fisher, C. (2013). Expect the unexpected: International short-term study course pedagogies and practices. Journal of Social Work Education, 49, 48 – 65. doi: 10.1080/10437797.2013.755416</bibtext> </blist> <blist> <bibtext> Voss, R. W., Bolton, D. L., Rolly, H. F., Dente, C. L., Ingersoll, T. S., & Bartholomew, J. (2017). A qualitative study of an international social work course in Germany: Using the EPAS core competencies and practice behaviors as the coding scheme. International Social Work, 60 (4), 990 – 1000. doi: 10.1177/0020872815594864</bibtext> </blist> <blist> <bibtext> Wick, D. (2011). Study abroad for students of color: A third space for negotiating agency and identity (Doctoral dissertation). San Francisco State University. Retrieved from <ulink href="http://sfsu-dspace.calstate.edu/bitstream/handle/10211.3/99358/AS352011EDDW53.pdf">http://sfsu-dspace.calstate.edu/bitstream/handle/10211.3/99358/AS352011EDDW53.pdf</ulink></bibtext> </blist> <blist> <bibtext> Willis, T. Y. (2012). Rare but there: An intersectional exploration of the experiences and outcomes of Black women who studied abroad through community college programs (Doctoral dissertation). California State University, Long Beach. Retrieved from ProQuest Dissertations and Theses (Access Order no. [3533746])</bibtext> </blist> <blist> <bibtext> Wong, Y., & Pearson, V. (2007). Mission possible; building social work professional identity through fieldwork placements in China. Social Work Education, 26, 292 – 310. doi: 10.1080/02615470601049883</bibtext> </blist> <blist> <bibtext> Yeom, H. S., & Bae, H. (2010). Potential issues in field practicum student exchange between Korea and the USA. International Social Work, 53, 311 – 326. doi: 10.1177/0020872809359748</bibtext> </blist> <blist> <bibtext> Zull, J. E. (2012). The brain, learning and study abroad. In M. Vande Berg, R. M. Paige, & K. Hemming Lou (Eds.), Student learning abroad: What our students are learning, what they're not, and what we can do about it (pp. 162 – 187). Sterling, Virginia : Stylus Publishing, LLC.</bibtext> </blist> </ref> <aug> <p>By Tasha Y. Willis; David Wick; Carla Bykowski; Joanna K. Doran; Hoi Yi Li and Amy Tran</p> <p>Reported by Author; Author; Author; Author; Author; Author</p> <p></p> <p>Tasha Y. Willis is Associate Professor at School of Social Work California State University Los Angeles.</p> <p>David Wick is Assistant Professor at Middlebury Institute for International Studies at Monterey.</p> <p>Carla Bykowski is Field Faculty Liaison at School of Social Work California State University, Los Angeles.</p> <p>Joanna K. Doran is Associate Professor at School of Social Work California State University, Los Angeles.</p> <p>Hoi Yi Li is M.S.W. Alumnus at School of Social Work, California State University, Los Angeles.</p> <p>Amy Tran is M.S.W. Alumnus, School of Social Work, California State University, Los Angeles.</p> </aug> <nolink nlid="nl1" bibid="bib64" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib23" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib13" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib14" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib37" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib52" firstref="ref7"></nolink> <nolink nlid="nl7" bibid="bib47" firstref="ref8"></nolink> <nolink nlid="nl8" bibid="bib25" firstref="ref9"></nolink> <nolink nlid="nl9" bibid="bib31" firstref="ref10"></nolink> <nolink nlid="nl10" bibid="bib45" firstref="ref11"></nolink> <nolink nlid="nl11" bibid="bib66" firstref="ref12"></nolink> <nolink nlid="nl12" bibid="bib35" firstref="ref13"></nolink> <nolink nlid="nl13" bibid="bib56" firstref="ref15"></nolink> <nolink nlid="nl14" bibid="bib10" firstref="ref16"></nolink> <nolink nlid="nl15" bibid="bib41" firstref="ref19"></nolink> <nolink nlid="nl16" bibid="bib42" firstref="ref20"></nolink> <nolink nlid="nl17" bibid="bib53" firstref="ref21"></nolink> <nolink nlid="nl18" bibid="bib20" firstref="ref23"></nolink> <nolink nlid="nl19" bibid="bib28" firstref="ref25"></nolink> <nolink nlid="nl20" bibid="bib65" firstref="ref27"></nolink> <nolink nlid="nl21" bibid="bib12" firstref="ref35"></nolink> <nolink nlid="nl22" bibid="bib24" firstref="ref36"></nolink> <nolink nlid="nl23" bibid="bib27" firstref="ref37"></nolink> <nolink nlid="nl24" bibid="bib30" firstref="ref38"></nolink> <nolink nlid="nl25" bibid="bib32" firstref="ref39"></nolink> <nolink nlid="nl26" bibid="bib62" firstref="ref40"></nolink> <nolink nlid="nl27" bibid="bib29" firstref="ref42"></nolink> <nolink nlid="nl28" bibid="bib19" firstref="ref43"></nolink> <nolink nlid="nl29" bibid="bib63" firstref="ref44"></nolink> <nolink nlid="nl30" bibid="bib70" firstref="ref45"></nolink> <nolink nlid="nl31" bibid="bib69" firstref="ref46"></nolink> <nolink nlid="nl32" bibid="bib43" firstref="ref49"></nolink> <nolink nlid="nl33" bibid="bib26" firstref="ref51"></nolink> <nolink nlid="nl34" bibid="bib61" firstref="ref53"></nolink> <nolink nlid="nl35" bibid="bib46" firstref="ref55"></nolink> <nolink nlid="nl36" bibid="bib51" firstref="ref56"></nolink> <nolink nlid="nl37" bibid="bib59" firstref="ref57"></nolink> <nolink nlid="nl38" bibid="bib55" firstref="ref59"></nolink> <nolink nlid="nl39" bibid="bib22" firstref="ref66"></nolink> <nolink nlid="nl40" bibid="bib58" firstref="ref67"></nolink> <nolink nlid="nl41" bibid="bib11" firstref="ref71"></nolink> <nolink nlid="nl42" bibid="bib54" firstref="ref72"></nolink> <nolink nlid="nl43" bibid="bib36" firstref="ref73"></nolink> <nolink nlid="nl44" bibid="bib67" firstref="ref74"></nolink> <nolink nlid="nl45" bibid="bib68" firstref="ref75"></nolink> <nolink nlid="nl46" bibid="bib48" firstref="ref76"></nolink> <nolink nlid="nl47" bibid="bib38" firstref="ref77"></nolink> <nolink nlid="nl48" bibid="bib57" firstref="ref79"></nolink> <nolink nlid="nl49" bibid="bib17" firstref="ref80"></nolink> <nolink nlid="nl50" bibid="bib71" firstref="ref82"></nolink> <nolink nlid="nl51" bibid="bib50" firstref="ref83"></nolink> <nolink nlid="nl52" bibid="bib18" firstref="ref86"></nolink> <nolink nlid="nl53" bibid="bib39" firstref="ref87"></nolink> <nolink nlid="nl54" bibid="bib21" firstref="ref88"></nolink> <nolink nlid="nl55" bibid="bib16" firstref="ref89"></nolink> <nolink nlid="nl56" bibid="bib33" firstref="ref92"></nolink> <nolink nlid="nl57" bibid="bib34" firstref="ref93"></nolink> <nolink nlid="nl58" bibid="bib40" firstref="ref94"></nolink> <nolink nlid="nl59" bibid="bib44" firstref="ref95"></nolink> <nolink nlid="nl60" bibid="bib60" firstref="ref98"></nolink> <nolink nlid="nl61" bibid="bib49" firstref="ref99"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1286202
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Studying Human Trafficking in Thailand Increases EPAS Competencies and Compels Action at Home
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Willis%2C+Tasha+Y%2E%22">Willis, Tasha Y.</searchLink><br /><searchLink fieldCode="AR" term="%22Wick%2C+David%22">Wick, David</searchLink><br /><searchLink fieldCode="AR" term="%22Bykowski%2C+Carla%22">Bykowski, Carla</searchLink><br /><searchLink fieldCode="AR" term="%22Doran%2C+Joanna+K%2E%22">Doran, Joanna K.</searchLink><br /><searchLink fieldCode="AR" term="%22Li%2C+Hoi+Yi%22">Li, Hoi Yi</searchLink><br /><searchLink fieldCode="AR" term="%22Tran%2C+Amy%22">Tran, Amy</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Social+Work+Education%22"><i>Journal of Social Work Education</i></searchLink>. 2021 57(1):70-84.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2021
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Crime%22">Crime</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Work%22">Social Work</searchLink><br /><searchLink fieldCode="DE" term="%22Caseworkers%22">Caseworkers</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Involvement%22">Community Involvement</searchLink><br /><searchLink fieldCode="DE" term="%22Slavery%22">Slavery</searchLink><br /><searchLink fieldCode="DE" term="%22International+Cooperation%22">International Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Role%22">Role</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Thailand%22">Thailand</searchLink><br /><searchLink fieldCode="DE" term="%22California%22">California</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/10437797.2019.1661901
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1043-7797
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article reports on professional development of nine U.S. social work students of color who participated in a delegation exploring human trafficking in Thailand through a reverse mission program. Through the use of the 2015 Council on Social Work Education's (CSWE) Educational Policy and Accreditation Standards (EPAS) as a conceptual framework, this qualitative study provides insight into delegates' development related to professional roles and identities, understanding the complexity of social contexts, enhancing cultural humility, and sparking community engagement at home in the United States. This study points to the importance of critical reflection and peer support as tools to inspire delegates to take direct action upon return to their own contexts. Discussion of findings and implications for social work educators and students are included.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2021
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1286202
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1286202
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/10437797.2019.1661901
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 70
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Crime
        Type: general
      – SubjectFull: Social Work
        Type: general
      – SubjectFull: Caseworkers
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Social Influences
        Type: general
      – SubjectFull: Cultural Influences
        Type: general
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: Community Involvement
        Type: general
      – SubjectFull: Slavery
        Type: general
      – SubjectFull: International Cooperation
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Professional Development
        Type: general
      – SubjectFull: Professional Identity
        Type: general
      – SubjectFull: Role
        Type: general
      – SubjectFull: Thailand
        Type: general
      – SubjectFull: California
        Type: general
    Titles:
      – TitleFull: Studying Human Trafficking in Thailand Increases EPAS Competencies and Compels Action at Home
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Willis, Tasha Y.
      – PersonEntity:
          Name:
            NameFull: Wick, David
      – PersonEntity:
          Name:
            NameFull: Bykowski, Carla
      – PersonEntity:
          Name:
            NameFull: Doran, Joanna K.
      – PersonEntity:
          Name:
            NameFull: Li, Hoi Yi
      – PersonEntity:
          Name:
            NameFull: Tran, Amy
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2021
          Identifiers:
            – Type: issn-print
              Value: 1043-7797
          Numbering:
            – Type: volume
              Value: 57
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Social Work Education
              Type: main
ResultId 1