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  • Social workers have always worked with and within uncertainties in practice, but the COVID-19 pandemic is amplifying the frequency and degree of uncertainty across ecological levels. Social workers need enhanced capacity to work with these uncertainties and the impact on individual and collective wellbeing. The RE/UN/DIScover heuristic guides social workers’ responses to the wide range of practice uncertainties experienced in the moment and over time. Drawing on understandings of embodied wellbeing from interpersonal neurobiology and the power relations manifest in intersectional positionality, RE/UN/DIScover offers embodied, iterative practices to access the wealth of capabilities within self and others. IMPLICATIONS Disruptions and uncertainties connected with pandemics, economic recessions, continued systemic injustices and other human-made problems can challenge social workers and impact the wellbeing of individuals and communities. Heuristics are guides that sort, order, and inform decisions and actions. The RE/UN/DIScover heuristic uses knowledge about embodied wellbeing and various forms of power to guide social workers. RE/UN/DIScover offers social workers practices to use with uncertainties both in the moment and over time. © 2020 Australian Association of Social Workers.

  • Graduate students of multiple racial identities in predominantly White institutions enter social work programs with a wide range of knowledge about and experiences of White Supremacy, particularly the ways in which structural forms of racism continue to inflict harm, block opportunities, and perpetuate wealth inequities. In addition, White students are often challenged to grasp the ways they have been socialized to participate in perpetuating White Supremacy. This wide range of knowledge and experiences makes it likely that students will experience a range of emotions and defensive resistance necessitating skillful pedagogical design and facilitation of class interactions. Intentional use of theoretical frameworks with experiential activities can deepen self-awareness and understanding of the systemic nature of White Supremacy (Okun, 2010). In this manuscript, four students and two instructors discuss their learning experiences within a course addressing White Supremacy for students of multiple racial identities in a predominantly White institution. Post-course dialogue amongst these multiracial authors identified six core areas of learning when examining intrapersonal, interpersonal, and structural racism, cultural wealth of BIPOC peoples, and anti-racism actions. Two primary implications for education are: Weave conceptual frameworks with interpersonal experiential activities throughout the course design, and attend to interactional power dynamics during class meetings. © 2021 Authors, Vol. 21 No. 2/3 (Summer 2021), 821-840,.

Last update from database: 3/13/26, 4:15 PM (UTC)

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