Suchergebnisse

Abstract
This article presents a case study of how regional and municipal governments in Toronto, Ontario, use the concept of resilience to frame the challenges faced by immigrants and the steps governments are taking to promote immigrant integration. In the past decade, resilience has emerged as a policy framework to encourage positive adaptation of people and institutions that are facing social, economic and environmental challenges associated with population growth and economic globalisation. As a policy discourse, the concept of resilience is used to identify which immigrants need social and psychological support to better cope with pre- and post-migration stressors. Although government discourse acknowledges some of the structural inequities migrants face that require resilience (e.g. poverty, systemic racism, precarious employment), the discourse on migrant resilience notably omits government responsibility to enact structural solutions. Even the City of Toronto's anti-racism campaign, which seeks to reduce racial bias and discrimination against immigrants, frames 'civic resilience' as an individual responsibility. Despite the promise of resilience to emphasise immigrants' capabilities, we argue that resilience discourse operates as a type of diversity management strategy to identify which immigrants warrant government support to maximise their economic contributions to the region.

Abstract
This study explores the relevance of the brief Child and Youth Resilience Measure (CYRM-12) for sexual and gender minority youth (SGMY) aged 14–23 (N = 4,810), compares their patterns of resilience with general youth populations, and explores distinctions between key subgroups of SGMY. SGMY reported significantly lower scores, indicating poorer outcomes, than non-SGMY in several CYRM-12 items, especially those addressing familial and community support. Older SGMY (aged 19–23) reported significantly higher CYRM-12 scores than younger SGMY (aged 14–18; t = 11.00, p < .001). Compared with their non-SGMY counterparts, SGMY reported significantly lower scores regarding supportive parental relationships, connection to offline community, and school belongingness yet reported higher scores regarding the importance of education. Three factors contributed to SGMY resilience: (1) peer and community belonging, (2) familial and cultural support, and (3) youth's personal attributes and self-efficacy. The results of this study also suggest that measuring resilience in SGMY should incorporate online as well as offline sources. Recommendations to enhance the CYRM-12 to capture the experiences of SGMY for social work research and practice are provided.

To examine how social work students and faculty perceive and embody cultural competence, we conducted five focus groups with graduate students ( N = 16) and faculty members ( N = 10) from Canadian schools of social work. We interrogated how different theoretical frameworks related to cross-cultural social work practice (CCSWP) have been circulated and reified in social work education, and how certain dominant frameworks have been translated to embodied cross-cultural interactions in social work practice. To examine the praxis of CCSWP, which is often subtle and embedded in the semantics of languages and discourses, we were informed by critical theories of power, language, and discourses to analyze the data. The interview transcripts of both student and faculty focus groups showed similar dominant discursive patterns: (1) critiquing the conceptual use of cultural competence, (2) having a preference for terms such as cultural humility, cultural safety, or other constructs, and (3) describing the embodied practice of these constructs mainly as a general practice and omitting cross-cultural work. Participants differed in their expressed opposition to cultural competence and the exact terms they preferred as an alternative. Overall, participants discursively changed from a critical debate on semantic and conceptual differences between these constructs to negating them altogether as meaningless, effacing the very notion of cross-cultural social work and its embodied practice. In the end, cultural competence was discounted as both oppressive and anti-oppressive, a position which is reflected in the contested scholarship on cultural competence.

Abstract
Negative social interactions (NSIs), defined as upsetting interpersonal encounters in daily life, are associated with adverse mental health conditions. Guided by an intersectional perspective, this study explored the impacts of gender, race and immigration status on the experiences of NSIs, using nationally representative data from the 2012 Canadian Community Health Survey-Mental Health (CCHS-MH). The sample consisted of 21,932 participants across Canada. Gender-specific multivariable logistic regression models were used to estimate the effects of race, immigrant status and the interaction term on the likelihood to experience NSIs. Study results showed that women (32.3 per cent) reported significantly more NSIs than men (25.4 per cent). For men, being an immigrant was significantly associated with a lower likelihood of experiencing NSIs; race did not have a significant effect on NSIs. Furthermore, the results revealed that racialised Canadian-born women were more likely to report NSIs than racialised immigrant women, whilst immigration status had no effect among white women. This study suggests the distinct influences of intersecting identities of race, gender and immigration status and that social workers should incorporate an intersectional lens when exploring clients' social relationships and environments.

Abstract
In multicultural societies, social workers often work with people of diverse cultural backgrounds. As one of the strategies to facilitate social workers' cultural competence in diverse settings, they are often matched with clients of the same or similar cultural backgrounds. This practice is called ethnic matching and is commonly utilised in ethno-specific and immigrant-serving organisations. This practice has been extensively studied in the literature and is believed to be beneficial to treatment acceptability and service quality. Nonetheless, most of the existing literature focuses on the practitioner–client dyad without taking the broader context into consideration. This study adopted a multidimensional cultural competence approach to examine Chinese practitioners' lived experiences of serving Chinese immigrants in the Greater Toronto Area (GTA). Six focus groups were conducted (n = 34), and data were analysed using a grounded theory approach. Results show themes across four levels: (i) personal: personal experience as a motivator; (ii) interpersonal: shared culture and language as a double-edged sword; (iii) organisational: service target shifts and increased difficulty to ethnically match and (iv) community: intracommunity heterogeneity and mismatch. This study provides recommendations for social workers, educators and policymakers to consider when applying ethnic matching in cross-cultural settings.

Purpose: This randomized controlled trial aimed to evaluate the effectiveness of the Strategies and Skill Learning and Development of Parent Capacity-Building Program in improving the parenting capacity of Chinese parents of children with special educational needs. Method: A total of 109 parents (mean age = 38.60 years old) were randomized into either an intervention or waitlist control group using block randomization. Results: The intervention group experienced significant improvements in parenting stress and parenting style when compared to the control group. The pooled analyses indicated that parents exhibited significant improvements in all outcome measures from pre- to post-intervention, and these improvements were sustained or further enhanced at the two-month follow-up. Moreover, the qualitative data further validated the program's effectiveness, with participants reporting increased self-efficacy and decreased parental stress because of their participation. Discussion: This study highlights the potential of incorporating in vivo practice in parenting programs to empower parents to translate their knowledge into practice.