英文原文

A Call to Action: Domestic Violence Education in Social Work

Abstract: The purpose of this commentary is to high-light the unique position of social work researchers, educators, and practitioners to educate current students and veteran social workers regarding domestic violence history, current research implications, and practice interventions.

Key words: social work, domestic violence, education

INTRODUCTION

Domestic violence continues to affect our communities at an alarming rate. Research indicates that one in every three women will experience domestic violence in her lifetime (M. C. Black et al., 2011). On average, women experience 2 million injuries from domestic violence each year (Centers for Disease Control and Prevention, 2008). Risk is greatest for women living in disadvantaged neighborhoods (Benson amp; Fox, 2004) and for younger women who are between the ages of 16 and 24 (Rand, 2009). Given these statistics, one can almost guarantee that social workers will come into contact with those affected by domestic violence. Although social work educators and professionals have continued to address the issues surrounding domestic violence (Bent-Goodley, 2007; Collins amp; Dressler, 2008; Danis, 2003; Danis amp; Lockhart, 2003; Postmus, McMahon, Warrener, amp; Macri, 2011; Warrener, Postmus, amp; McMahon, 2013), social work students continue to graduate with a lack of foundational knowledge regarding how to properly assess and assist those affected by domestic violence (Bent-Goodley, 2007; B. M. Black, Weisz, amp; Bennett, 2010). It is imperative that social work educators and professionals address this lack of knowledge to ensure that social workers are providing comprehensive and effective services to survivors of domestic violence.

HISTORY OF THE RELATIONSHIP BETWEEN SOCIAL WORK AND THE DOMESTIC VIOLENCE MOVEMENT

The profession of social work and the domestic violence field have had a somewhat disparate relationship throughout the past several decades. Various social workers grounded in feminist and social justice frameworks have highlighted the history of this connection on numerous occasions (Bent-Goodley, 2007; Danis, 2003; Danis amp; Lockhart, 2003; Postmus et al., 2011; Pyles amp; Postmus, 2004; Robbins, 2014; Warrener et al., 2013). Social workers are aware that domestic violence is an issue that affects a myriad of clients. In fact, 92 percent of social workers state that they have had contact with domestic violence victims (Danis, 2003), and, overall, there is evidence that social workers continue to increase their understanding and ability to assess and intervene when clients present with domestic violence issues (Chanmugam, 2014; Danis, 2003; Pyles amp; Postmus, 2004; Warrener et al., 2013). However, it is concerning that a profession grounded in social justice continues to struggle with educating new social workers on the patriarchal and hierarchical power-imbalanced relationships that are the underpinnings of domestic violence. Even more concerning is that social workers continue to lack a cohesive model of practice interventions and an in-depth understanding of how to best assist low-income women, women of color, immigrant women, and the lesbian, gay, bisexual, trans, and queer (LGBTQ) population when they experience domestic violence (Bent-Goodley, 2005; Messing, Ward-Lasher, Thaller, amp; Bagwell-Gray, 2015; Pyles amp; Postmus, 2004).

DOMESTIC VIOLENCE, RESEARCH, AND THE EDUCATION OF SOCIAL WORKERS

The need for current information on domestic violence and appropriate interventions has been underscored in the literature (Bent-Goodley, 2007; Bussey, 2008; Danis, 2003; LeGeros amp; Savage, 2012; Messing et al., 2015; Postmus et al., 2011). However, it appears that only a small percentage of graduating MSW students are aware of specific interventions for domestic violence (B. M. Black et al., 2010). Social workers connect with individuals, families, and communities affected by domestic violence even when their setting is not a domestic violence agency, and it is imperative that social workers are equipped with a theoretical understanding of the complexities of domestic violence as well as basic skills for assessment and intervention, for example, danger assessment, safety planning, and resource connection. They should also be aware of interventions that are not advisable when abuse is present, such as couples counseling and relying on family members as interpreters. Because of the complexities of domestic violence issues for client systems and the multiple circumstances of the clients that social workers serve, intersectionality may provide a helpful framework for understanding and assisting survivors of domestic violence (Arnold amp; Ake, 2013; Messing et al., 2015). Intersectionality as a theoretical framework identifies the “intersection of multiple identities and experiences of exclusion and subordination” (Davis, 2008, p. 67; see also Shields, 2008) and, as such, may be a particularly useful lens for social workers. To narrow the gap between domestic violence research and p

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2021届英文翻译

题目：呼吁行动:社会工作中的家庭暴力教育

系（院）：法政学院

专业班级：

学号： 2302170118

学生姓名：杨睿

指导教师：宋巨盛

2020年3月6日

英文原文 3

INTRODUCTION 3

HISTORY OF THE RELATIONSHIP BETWEEN SOCIAL WORK AND THE DOMESTIC VIOLENCE MOVEMENT 3