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ABSTRACT
This article reports on professional development of nine U.S. social work students of color who participated in a delegation exploring human trafficking in Thailand through a reverse mission program. Through the use of the 2015 Council on Social Work Education’s (CSWE) Educational Policy and Accreditation Standards (EPAS) as a conceptual framework, this qualitative study provides insight into delegates’ development related to professional roles and identities, understanding the complexity of social contexts, enhancing cultural humility, and sparking community engagement at home in the United States. This study points to the importance of critical reflection and peer support as tools to inspire delegates to take direct action upon return to their own contexts. Discussion of findings and implications for social work educators and students are included.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Tasha Y. Willis
Tasha Y. Willis is Associate Professor at School of Social Work California State University Los Angeles.
David Wick
David Wick is Assistant Professor at Middlebury Institute for International Studies at Monterey.
Carla Bykowski
Carla Bykowski is Field Faculty Liaison at School of Social Work California State University, Los Angeles.
Joanna K. Doran
Joanna K. Doran is Associate Professor at School of Social Work California State University, Los Angeles.
Hoi Yi Li
Hoi Yi Li is M.S.W. Alumnus at School of Social Work, California State University, Los Angeles.
Amy Tran
Amy Tran is M.S.W. Alumnus, School of Social Work, California State University, Los Angeles.