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Building on interdisciplinary work by critical and feminist scholars in geography, architecture and urban planning, and history, this article proposes a reworking of social work's person-environment formulation to incorporate gender and its implications more fully. Three interlocking domains are addressed: (a) women's subjective experiences of their everyday environments; (b) the connections among these environmental experiences, the geography of women's lives, and larger social categories such as race/ethnicity, class, and sexual orientation; and (c) women's environmental strengths, resources, and agency.

This article explores the interlocking historical trajectories of feminisms and the social work profession in the United States. Bringing these two histories together, the article examines the ideas, practices, and people that have shaped the complicated organism that is ''feminist social work,'' from the civic involvement of 19th- and early 20th-century women to 21st-century efforts to craft more global, fluid, and inclusive feminist theories and practices. Structured around the three ''waves'' of feminist activism and theory building, it focuses in particular on changes and continuities in U.S. feminist social work theorizing.

The authors present guidelines for social work practice in the growing, interdisciplinary field of family-support programs. The history and contemporary form of family-support programs are described, and a "best practice" approach is delineated. Emergent areas are discussed, and the salience of social work's contribution in family-support programs is identified. Innovative aspects of the family-support approach include family-building and family-strengthening activities, an educational framework for intervention, the mediating function of family support, and multilevel approaches to developing community.

Contemporary research models are becoming increasingly transdisciplinary (TD), multilevel, community-connected, and bent on expediting the movement of research to impact. This requires not only fresh thinking about the science of social work but an educational architecture that fosters both cross-disciplinary understanding of complex underlying determinants and the ability to translate that knowledge into effective, sustainable action. This article illustrates the need for greater intentionality and coherence in preparing social work practitioners and researchers for participation in this changing landscape. We focus here on doctoral level training, but underscore opportunities for a robust educational "pipeline" linking undergraduate and graduate professional degree preparation to that at the doctoral and postdoctoral levels. We summarize selected literature that defines and operationalizes TD translational research, reflect strategically on social work's positioning within this scientific "marketplace," and offer recommendations for capacity building in social work doctoral education.

Longhofer and Floersch argue for more expansive thinking about the modes of social science research predominant in contemporary social work science. This commentary concurs with aspects of their article that we see as compatible both with social work aims and with current trends and imperatives in research and practice, including mixed methods and participatory studies, translational research, the scholarship of engagement, and rapidly emerging interest in collective impact. At the same time, it encourages the authors to extend their analyses by grounding them more thoroughly in the specifics of contemporary social work research, encouraging collective dialogue about the implications of their proposals, and recognizing that contemporary transdisciplinary and translational research endeavors are typically more fully aligned with these proposals than this article allows.

Shifts in the ways that science is being undertaken and marshaled toward social change argue for a new kind of professional competence. Taking the view that the science of social work is centrally about the relationship of research to social impact, the authors extend Fong's focus on transdisciplinary and translational approaches to science, illustrating ways that national and international priorities are exerting enormous influence in structures for and expectations of science relevant to social work. The authors also emphasize the growing centrality of transformational research, focusing in particular on the interdependence of education and impact. The intent is to stimulate reflectiveness regarding social work's preparedness to support and indeed amplify a robust culture of high impact science, including more confident, clearly articulated roles and skills in this contemporary scientific landscape.

Abstract
Despite calls for greater social work attention to the centrality of place in human life, the profession has yet to hone frameworks that fully capture the role of place in individual–collective identity and well-being. To move this agenda forward, this article draws on data from a series of focus groups to explore the placed experiences of women in Palestine. Analytically, it is informed by critical place inquiry, which emphasises the deeply interactional relationships between people and places, views place-centred practice and research as catalysts for active responses to the spatialised nature of power and injustice, and focuses centrally on the geographic and spatial dynamics of colonisation, and particularly settler colonialism, as key determinants of individual and collective well-being. Women's spatial narratives revolved around individual–collective identity and sovereignty, focusing in particular on three interdependent factors: freedom of movement; possession and dispossession; and continuity of place. Findings also illuminated spatial practices of resistance by which women defend and promote identity and sovereignty. We conclude with recommendations for more explicit, critically informed attention to place in social work practice, education and research.