Preface

This second edition has benefited from two peer reviewers who provided excellent suggestions for improvements. Several chapters were edited to include more updated information, introductions to each of the three book sections are provided and most authors chose to accept the invitation to add a positionality statement to their chapters. We also invited authors to submit a powerpoint of their chapter to provide additional teaching resources. Finally, at the suggestion of the reviewers, the subtitle has been changed to more accurately reflect the content of the textbook. These changes have improved readability of several chapters and have stated more clearly the position from which each author is presenting their material. We have appreciated the helpful comments from the reviewers, and we acknowledge that there are some limitations in the textbook. Our general call for chapters through professional social work associations and schools of social work resulted in interest from scholars, educators, and practitioners. We did not direct the focus of each chapter but rather left this decision to the authors. We are aware that the textbook could benefit from expansion to include a greater range of voices, and in particular, the voice of social workers who represent a more intersectional approach to practice. We encourage those using this textbook to consider including additional material to address this.

This book is divided into three distinct parts. Part I focuses on the foundations of this practice by highlighting the importance of context, and by recognizing and respecting place using anti-oppressive perspectives. The chapters found in Part II examine practice competencies and emphasize trauma- and violence-informed approaches. The mental wellness of social workers is discussed in detail as a necessary element to ensure resilience and good practice. Finally, Part III of this book explores selected areas of practice including social work with those who have experienced abuse and intimate partner violence, work in the context of mental health issues and addictions, work with newcomers and immigrant populations, work with older adults, and child protection work.

It is our hope that the collective wisdom and ideas shared in these chapters will prepare undergraduate students for practice, and will inspire them to ask questions, to dig deeper, and to fully embrace the unique opportunities for social workers in rural, remote, and northern communities.

In addition to the contribution of the authors, we would like to thank Pamela Reimer for her organizational skills and dedication to this project – we could not have completed this without your assistance. We also acknowledge the financial support for this project that we received from the University of Regina Open Textbook Program.

Bonnie Jeffery & Nuelle Novik