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ABSTRACT
Recent social science data identifies white supremacist racism, neoliberal economic policies and cisgender-heteropatriarchy as three primary systemic engines of traumatic outcomes at the individual level. Social work pedagogy, however, fails to identify such experiences as socially-engineered trauma (SET). Lacking an explicitly anti-oppressive pedagogy, social workers attend to micro-level traumas while ignoring the macro forces leading to trauma exposure among certain populations. The term socioeducation is introduced as a method for discussing macro social systems with clients to support trauma recovery, with the goal of catalyzing client and worker participation in social justice movements seeking to disrupt oppressive systems.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Wendy E. Shaia
Wendy E. Shaia, Clinical Associate Professor and Executive Director of the Social Work Community Outreach Service, is a graduate of the University of Maryland School of Social Work. Wendy obtained her Doctor of Education in Human and Organizational Learning from The George Washington University. She has more than 25 years of experience developing, implementing, and leading organizations and programs. In New York, she developed and operated a shelter for homeless pregnant and parenting young women in Bedford Stuyvesant, Brooklyn, and built transitional and affordable housing in East New York, Brooklyn. Most recently, Wendy worked as a strategic planner for the Department of Defense, where she led change management efforts, and developed strategies around Equal Employment Opportunity and Diversity. Wendy is also the founder of the Positive Schools Center at the University of Maryland School of Social Work. Her work focuses on creating positive school climate and reducing the disproportionate suspensions and expulsions of children of color and children with disabilities from Maryland schools.
David O. Avruch
David O. Avruch, LCSW-C, is currently in private practice in Baltimore City. Before working independently he served adults as a psychotherapist and addictions counselor at Health Care for the Homeless. Trained in forensics, David started his social work career in public child welfare in rural Humboldt County, California.
Katherine Green
Katherine Green has a background in education and social work with professional experience in policy, research and practice with children and families. She has a Masters of Education in Human Development and Psychology from the Harvard Graduate School of Education, and previously worked in state and federal child care policy and research. She also holds a Masters of Social Work from the University of Maryland and served as a faculty clinical instructor at the University of Maryland School of Social Work. She has provided in-home therapy to families at risk of child abuse and neglect in Baltimore City and currently works as a high school social worker in Washington D.C. She works to impart the power of place and environmental impact on human connection, attachment relationships, educational outcomes and overall well-being. Her practice includes acknowledging and understanding the political and practical implications of clinical services within traditionally disinvested communities, where personal power is restricted because of race and privilege.
Geneen M. Godsey
Geneen M. Godsey has a passion and commitment to supporting communities in their efforts to independently cultivate and govern equitable outcomes according to their culture, community and individual needs. Her passion has guided her toward pursuing and earning her Bachelor of Science in Psychology and Master of Social Work from Towson University and University of Maryland School of Social Work, respectively. Serving as an AmeriCorp Community Service Learning Fellow with UMBC, The Choice Program and a Youth Advocate with Hillside Work Scholarship Connection, she was fortunate to support youth to develop academically, socially and emotionally. In addition, in her role as an AmeriCorp Community Service Learning Fellow she was able to assess barriers to success for the youth and families involved with the Department of Social Services. Both her professional and academic endeavors have guided her toward serving as a Community School Coordinator (CSC) within a Baltimore City Public School. Her role as a CSC, is an avenue to continue to support individuals in attaining equitable outcomes for their families and communities.