Resisting Neoliberal Social Work Fragmentation: The Wall-to-Wall Alliance.

Worldwide neoliberal policies are transforming the landscape of social work. Studies have shown that these policies increased social workers' caseloads, regulated welfare expenditures, impaired public services' capabilities to attend to the needs of growing demand, transformed social services delivery by implanting new public management methods, and often also worsened working conditions and deteriorated the professional status of social workers. Moreover, these policies have raised both poverty and inequality levels and left their negative marks on social work education, by prioritizing academic disciplines more attuned with the needs of neoliberal regimes. This article seeks to encourage schools of social work, social workers in the social services, and people living in poverty to challenge the harmful impact of this context by engaging in meaningful alliances focused on the fight against poverty and social exclusion. This article presents a long-term partnership project between a school of social work, local public social services, and groups of active clients, to tackle the issue of poverty in Israel. The article describes the project, introduces the theoretical and methodological principles, analyzes achievements and challenges, and finally discusses the potential contribution of such partnerships for the future of the profession.

Professional Resistance in Social Work: Counterpractice Assemblages.

The goal of this article is to deepen understanding of the concept of professional resistance. Studies show that social workers in various parts of the world are increasingly confronted with regulations, programs, and policies that challenge their ability to carry out their professional mission in an ethical manner. Social workers may also find themselves under the pressure of periodic retrenchment resulting from budgetary constraints and subjected to worsening working conditions and threats of wage or social benefit reduction. Therefore, it is not surprising that social workers are sometimes required to engage in actions to oppose these negative realities or, in other words, to practice professional resistance. However, despite its growing relevance, the term "professional resistance" remains both theoretically obscure and marginal to social work practice. This article traces the presence of the concept in social work history, examines divergent uses of the concept in social work literature, introduces theoretical perspectives that may help practitioners enlarge their professional repertoire, provides concrete cases of resistance in different contexts, and finally proposes some paths to professional resistance.

Exploring Social Justice in Mixed/Divided Cities: From Local to Global Learning.

BACKGROUND: University of Haifa and the University of Maryland, Baltimore faculty developed a parallel binational, interprofessional American-Israeli course which explores social justice in the context of increasing urban, local, and global inequities. OBJECTIVES: This article describes the course's innovative approach to critically examine how social justice is framed in mixed/divided cities from different professional perspectives (social work, health, law). Participatory methods such as photo-voice, experiential learning, and theatre of the oppressed provide students with a shared language and multiple media to express and problematize their own and others' understanding of social (in)justice and to imagine social change. FINDINGS: Much learning about "self" takes place in an immersion experience with "others." Crucial conversations about "the other" and social justice can occur more easily within the intercultural context. In these conversations, students and faculty experience culture as diverse, complex, and personal. CONCLUSIONS: Students and faculty alike found the course personally and professionally transformative. Examination of social justice in Haifa and Baltimore strengthened our appreciation for the importance of context and the value of global learning to provide insights on local challenges and opportunities.

Tracing Stigma in Long-Term Care Insurance in Israel: Stakeholders' Views of Policy Implementation.

Almost all developed countries provide some answers for long-term care, but only a few countries in the world, such as Japan, Austria, the Netherlands, Germany, and Israel, have implemented long-term care insurance (LTCI) based on legislation and entitlement principles. In Israel, a community-based LTCI social program has achieved multiple goals and considerably improved the life of frail older people. However, some studies show that despite the rising costs of home care and the mandatory and almost universal nature of LTCI there are still cases in which people with Alzheimer's disease (AD) and other types of dementia or their relatives vacillate or even decline to make use of their rights. We examined the question of whether these patterns may reflect the presence of welfare stigma (i.e., stigmatized views of LTCI) either related to identity stigma of persons with AD or to treatment stigma, usually associated with welfare bureaucracy. Based on a qualitative design, this article uses a methodology of personal in-depth and focus group triangulation, by which the views of three groups of stakeholders are explored and compared: persons with AD, relatives, and professionals. Findings showed the presence of stigmatic self-images among persons with AD or other types of dementia and the absence of such images in relatives' and professionals' views of them and of LTCI. However, treatment stigma was found to be primarily associated with eligibility determination procedures. The study concludes that LTCI, even when mandated and almost universal, may also generate welfare stigma due to the ways in which it is implemented.

Power relations in qualitative research.

This article focuses on the tensions between the commitment to power redistribution of the qualitative paradigm and the ethical and methodological complexity inherent in clinical research. Qualitative inquiry, in general, though there are significant variations between its different paradigms and traditions, proposes to reduce power differences and encourages disclosure and authenticity between researchers and participants. It clearly departs from the traditional conception of quantitative research, whereby the researcher is the ultimate source of authority and promotes the participants' equal participation in the research process. But it is precisely this admirable desire to democratize the research process, and the tendency to question traditional role boundaries, that raises multiple ethical dilemmas and serious methodological challenges. In this article, we offer a conceptual frame for addressing questions of power distribution in qualitative research through a developmental analysis of power relations across the different stages of the research process. We discuss ethical and methodological issues.