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While psychoanalysis played an important role in social work practice and education as far back as the 1920's, the period from the 1960s through the 1990s led to its diminishing presence. We believe incorporating psychoanalytic theory into social work education is now necessary to prepare students for contemporary direct practice and should be a priority. In this paper, we frame psychoanalysis within evidence-based practices, trauma-informed care and cultural competency, and offer illustrations for teaching it in accessible non-rhetoric filled ways.

The profession of social work emphasizes social justice in its service delivery, yet there is a paucity of literature on how to teach clinical practice from a social justice perspective. This qualitative study with Canadian social work educators (n=12) suggests the following ways in which educators taught clinical social work from a social justice perspective: (1) integrating critical social theories in conceptualizing clinical practice, (2) engaging in transformative pedagogies, and (3) navigating professional commitments. While addressing various forms of social injustices is a mandate for all social workers, enactment of social justice within clinical practice remains an area of concern. Results suggest concrete ways in which social work educators can engage students in developing their commitment to social justice.

Intergroup dialogue (IGD) is a critical dialogic pedagogy that calls for extraordinary care and labor. So, why as women of color (WOC), who expend disproportionate emotional labor in the academy, do we teach IGD? In this collaborative critical autoethnography, we braid our individual narratives through a critical collaborative autoethnography (CAE) to address what brought us to teaching IGD, what challenges and supports us in teaching IGD, and how our identities inform how we engage with IGD. We conclude with a bridge to future scholars and educators who teach IGD, offering implications for future research and practice. [ABSTRACT FROM AUTHOR]

Faculty members are key stakeholders to support social work students' learning about race and racism in practice and to promote the professional standards established by the field. This qualitative study examines how 15 clinical social work faculty members teaching advanced practice in the Northeast conceptualize and incorporate their understanding of race and racism in their teaching. An analysis of participants' responses to a case vignette suggests clinical social work faculty members view race primarily as an individual ethnic or cultural identity and lack conceptual, historical, and sociological knowledge about racism and its links to other forms of oppression. This study suggests that additional faculty development opportunities and institutional support are needed to encourage faculty efforts to address race and racism.

Although the importance of engaged listening in intergroup dialogue (IGD) is recognized, we know relatively little about when or why participants in IGD actually listen or what they gain from listening. Using qualitative analyses of interviews conducted with undergraduates who had recently completed a race/ethnicity or gender focused IGD course, this study examines what participants said about moments of engaged listening in IGD. We found that engaged listening was associated with specific dialogue activities, reactions to speakers, and dialogue topics. We also found a number of differences in listening between race/ethnicity and gender dialogues that suggest that participants in race/ethnicity IGDs recall more moments of engaged listening and may have gained a more complex understanding of structural inequality from engaged listening than participants in gender IGDs did. The article concludes with a discussion of the findings, possible implications, and some areas for future inquiry. (Contains 1 table.)

Social work practice faculty have an important role in socializing MSW students to the field and practice of social work. This study, based on interviews with 15 faculty teaching an advanced clinical practice course in the United States, examines how faculty conceptualize teaching and learning. Faculty were asked about the theories or frameworks that guided their teaching, their own journeys to teaching and the resources that support their teaching. The study found that participants drew largely on their own experiences as student learners and social work practitioners and did not have much formal training in teaching and student learning. Furthermore, while half of the participants were able to identify a learning theory that guided their teaching, the other half were not. Finally, while participants articulated the need for support regarding their own teaching, many of the schools did not have formal faculty development opportunities. The paper ends with recommendations for supporting current and new faculty regarding teaching and student learning. [ABSTRACT FROM AUTHOR]

Intergroup Dialogue (IGD) is a model of dialogue which engages my knowledge, awareness and skills in group work, social justice education, and psychodynamic practice. In this article, I discuss the ways that I link group work and social justice in a course that I developed and teach. I discuss the importance of locating oneself and share an activity I use to support this goal. I also examine group dynamics, particularly communication skills (i.e. the building blocks of dialogue) that participants learn in IGD and the ways participants across identities are encouraged to bring in their voice and perspective. I end by discussing the layers of facilitation, facilitating yourself, others, and the group. My narrative illustrates how Intergroup Dialogue is an effective tool for linking group work and social justice. [ABSTRACT FROM AUTHOR]

ABSTRACT The mangrove crab, Parasesarma bengalense (Davie, 2003), was previously reported in an ecological study from the Coringa Wildlife Sanctuary of Andhra Pradesh on the east coast of India. No specimen, however, is readily available to confirm the identity of P. bengalense from the Coringa Wildlife Sanctuary. The present study confirms the presence of P. bengalense in Indian waters for the first time based on the collections from Kerala and Maharashtra in the west coast of India (Arabian Sea). The distributional range of P. bengalense is now extended to the Arabian Sea because the species was previously known only from the Bay of Bengal and the Andaman Sea. India now has 918 species of marine brachyuran crabs and six species of Parasesarma De Man, 1895, including the present new record. The west coast of India is home to 465 brachyuran species whereas Kerala and Maharashtra coasts now contain 180 and 131 marine crab species, respectively. Parasesarma bengalense can be distinguished among the Indian species of Parasesarma except for P. bidens (De Haan, 1835) mainly by the presence of a prominent epibranchial tooth with a distinct notch. Parasesarma bengalense is distinct from P. bidens mainly by its male cheliped, which has a greater number of dactylar tubercles and a lesser number of teeth on the transverse crests of the palm.

Degradation of cyanuric acid (OOOT), a stable end product of oxidative decomposition of atrazine, is investigated in a combined field of gamma radiolysis and fenton reaction. The reaction of hydroxyl radical (OH) at pH 6 was carried out by irradiating N(2)O saturated aqueous solutions containing OOOT (1 x 10(-3) mol dm(-3)), and this resulted only a marginal degradation (20%). However, when the same reaction was carried out in the presence of varying concentrations of ferrous sulfate ((5-10)x10(-5) mol dm(-3)), the decay of OOOT has been enhanced to more than 80%. This decay followed a first order kinetics. Nearly similar effects were observed with another triazine derivative, 2,4-dioxohexahydro-1,3,5-triazine (DHT). Two major reaction mechanisms are proposed for the enhanced decay of OOOT. The formation of unstable hydroxyl radical adducts from the reaction of .OH which is the result of gamma radiolysis and the Fenton reaction (resulting from the reaction of the added Fe(II) and of the H(2)O(2) from the radiolysis of water), is proposed as the first mechanism. The second mechanism, which is likely the major contributor to degradation, is proposed as the reaction of a nucleophilic adduct, Fe(II)OOH, which could directly react with the electron deficient triazine ring. It is highlighted that such degradation reactions must be explored for the complete degradation of the byproducts of the oxidative decomposition of atrazine.