Field Supervisors’ Hub — Literature
Thank you for visiting the Field Supervisors’ Resource Hub at the School of Social Work, Carleton University, and welcome to the Literature page. Here you will find a bibliography of resources to support the field supervision of social work students. All articles and materials posted here are freely available online – no library access needed.
These materials do not belong to Carleton University’s School of Social Work, and we extend our thanks to each author and creator for making these materials publicly available.
If you find that a link is broken, or you would like to share a resource to be included in the Hub, please contact firstname.lastname@example.org
Approaches, Learning Contracts/Learning Styles, Feedback, Challenging Issues
- Dealing with Challenging Student Issues
Allen, MD & Trawver, K. (2012). Student mental health and field education: Responsibilities and challenges of field educators. Field Educator, 2 (1).
Grant, L., Kinman, G., & Baker, S. (2012). Developing an emotional curriculum for social workers: Perceptions of lecturers (Rep.). The Higher Education Academy.
Litvack, A., Mishna, F., & Bogo, M. (2010). Emotional Reactions of Students In Field Education: An Exploratory Study. Journal of Social Work Education, 46(2), 227-243.
Mishna, F., Antle, B. Reghr, C. (2002). Social Work With Clients Contemplating Suicide: Complexity and Ambiguity in the Clinical and Ethical and Legal Conversations. Clinical Social Work 30(3), 265-279.
Parker, J. (2010). Learning from disruption: Case studies in failing and marginal placements. In P. Silvanoinnen (Ed.), ESWS 2008 Symposium Papers. Hyvinkaa, Finland: Laurea University.
Power, R., & Bogo, M. (2002). Educating field instructors and students to deal with challenges in their teaching relationships. The Clinical Supervisor, 21 (1), 39-58.
Top tips for practice educators working with a struggling student. (2017).
Williamson, S., Hostetter, C., Byers, K., & Huggins, P.(2010). I found myself at this practicum: Student reflections on field education. Advances in Social Work, 11(2), 235-247.
- Giving and Receiving Feedback
Évaluer le Rendement (Rep.). (2017). Consortium national de formation en santé (CNFS)-Volet Université d’Ottawa.
Regehr, G., Bogo, M., Regehr, C., & Power, R. (2007). Can we build a better mousetrap? Improving measures of practice performance in the field practicum. Journal of Social Work Education, 43(2), 327-344.
University of Washington. Handout: Examples of Well Written Evaluations. UW SSW Field Instructor Training Program.
- Learning Contracts and Learning Styles
Cassidy, S. (2004). Learning styles: An overview of theories, models, and measures. Educational Psychology, 24(4), 419-444.
Lam, C.M., Wong, H., & Leung, T.T.F. (2007). An unfinished reflexive journey: Social work students’ reflections on their placement experiences. British Journal of Social Work, 37(1), 91-105.
Lefevre, M. (2005). Facilitating practice learning and assessment: The influence of relationship. Social Work Education, 24(5), 565-583.
McMaster University. Self-assessment of preferred learning style.
Nicol, D.J. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
Parker, J. (2007). Developing effective practise learning for tomorrow’s social workers. Social Work Education, 26(8), 763-779.
Sullivan, T. (2003). Learning contracts. University of Manitoba Department of Occupational Therapy School of Medical Rehabilitation.
University of Waterloo. Resources. (n.d.) University of Waterloo Centre for Teaching Excellence.
- Approaches to Field Instruction
Bennett, S. & Deal, K.H. (2009). Beginnings and endings in Social Work supervision: The interaction between attachment and developmental processes. Journal of Teaching in Social Work, 29, 101-117.
Deal, Kathleen H. (2002). Modifying field instructors’ supervisory approach using stage models of student development. Journal of Teaching in Social Work, 22 (3/4), 121-137.
Everett, J.E., Miehls, D., DuBois, C., & Garran, A.M. (2011). The developmental model of supervision as reflected in the experiences of field supervisors and graduate students. Journal of Teaching in Social Work, 31, 255-264.
Explorer Divers Modèles de Supervision (Rep.). (2017). Consortium national de formation en santé (CNFS)- Volet Université d’Ottawa.
Gerson, L, Meyerhardt, J, Ross, M & Sommers, A. (2011). Students and field instructors in ongoing supervision groups. Field Educator, 1(1).
Kamya, H. (2012). Motivational interviewing and field instruction: The FRAMES model. Field Educator 1(2).
Knight, C. (2001). The process of field instruction: BSW and MSW students’ views of effective field supervision. Journal of Social Work Education, 37(2), 357-379.
Wayne, J., Bogo, M., & Raskin, M. (2006) Field notes The need for radical change in field education. Journal of Social Work Education, 42(1), 161- 169.
- Value & Importance of Field Instruction
Comprendre les Principes de Base de la Supervision (Rep.). (2017). Consortium national de formation en santé (CNFS) – Volet Université d’Ottawa.
Lafrance, J. (2004) Gate-keeping for professional Social Work practice. Social Work Education, 23(3), 325-340.
Sowbel. L. (2012). Gatekeeping: Why shouldn’t we be ambivalent? Journal of Social Work Education, 48 (1), 27-45.
Facilitating Skills in Reflection, Ethics, Diversity
and Evidence-based Practice
- Understanding Anti-oppressive Practice
Burkard, A.W., Know, S., Hess, S.A., & Schultz, J. (2009). Lesbian, Gay, and Bisexual Supervisees’ Experiences of LGB_Affirmative and Nonaffirmative Supervision. Journal of Counseling Psychology, 56(1), 176-188.
Burkard, A.W., et al. (2006). Supervisor cultural responsiveness and unresponsiveness in cross-cultural supervision. Journal of Counseling Psychology, 53(3), 288-301.
Hardy, R. (2017). Top tips for practice educators on assessment, supervision and anti-oppressive practice.
Schmitz, C. L., Stakeman, C., & Sisneros, J. (2001). Educating Professionals for Practice in a Multicultural Society: Understanding Oppression and Valuing Diversity. Families in Society: The Journal of Contemporary Social Services, 82(6), 612-622.
- Understanding Diversity in Practice
Congress, Elaine. (2004). Cultural and ethical issues in working with culturally diverse patients and their families: The use of the Culturagram to promote culturally competent practice in health care settings. Social work in health care, 39(3-4), 249-62.
Graham, J.R., Brownlee, K., Shier, M., & Doucette, E. (2008). Localization of social work knowledge through practitioner adaptations in Northern Ontario and the Northwest Territories, Canada. Arctic, 61(4), 399-406.
Lee, M. Y., & Greene, G. J. (2004). A Teaching Framework for Transformative Multicultural Social Work Education. Journal of Ethnic and Cultural Diversity in Social Work, 12(3), 1-28.
Messinger, L. (2004). Out in the field: Gay and lesbian social work students’ experiences in the field. Journal of Social Work Education, 40(2), 187-205. Retrieved from
Messinger, L. (2007). Supervision of lesbian, gay and bisexual Social Work Students by heterosexual Field Instructors. The Clinical Supervisor, 26 (1-2), 195 – 220.
Newman, P.A., Bogo, M., & Daley, A. (2008). Self-disclosure of sexual orientation in social work field education: Field instructor, and lesbian and gay student perspectives. The Clinical Supervisor, 27(2), 215-237.
Shier, M. L., Sinclair, C., & Gault, L. (2011). Challenging ‘ableism’ and teaching about disability in a social work classroom: A training module for generalist social workers working with people disabled by the social environment. Critical Social Work, 12(1), 47-64.
Taylor, B. A., Hernández, P., Deri, A., Rankin IV, P. R., & Siegel, A. (2006). Integrating Diversity Dimensions in Supervision: Perspectives of Ethnic Minority AAMFT Approved Supervisors. The Clinical Supervisor, 25(1-2), 3-21.
- Applying Evidence-based Practice
Barratt, M. (2003). Organizational support for evidence-based practice within child and family social work: A collaborative study. Child & Family Social Work, 8(2), 143-150.
Howard, M. O., Mcmillen, C. J., & Pollio, D. E. (2003). Teaching Evidence-Based Practice: Toward a New Paradigm for Social Work Education. Research on Social Work Practice, 13(2), 234-259.
Raines, J. (2004). Evidence-based practice in School Social Work: A process in perspective. Children and Schools, 26(2), 71-84.
- Ethics in Practice
Ethics in Practice (SW code of ethics, exercises to promote and teach ethical decision making)
Boland-Prom, K. & Anderson, S.C. (2005). Teaching ethical decision making using dual relationship principles as a case example. Journal of Social Work Education, 41(3), 495-510.
Congress, E.P. (2000). What social workers should know about ethics: Understanding and resolving practice dilemmas. Advances in Social Work, 1(1), 1-25.
Gray, M., & Gibbons, J. (2007). There are no answers, only choices: Teaching ethical decision-making in social work. Australian Social Work, 60(2), 222-238.
Mattison, M. (2000). Ethical decision making: The person in the process. Social Work, 45(3), 201-212.
McAuliffe, D. (2005). I’m still standing: Impacts & consequences of ethical dilemmas for social workers in direct practice. Journal of Social Work Values and Ethics, 2(1), 1-11.
Reamer, F.G. (2003). Boundary issues in social work: Managing dual relationships. Social Work, 48(1),121-133.
Reamer, F. G. (2012). Essential Ethics Education in Social Work Field Instruction: A Blueprint for Field Educators. The Field Educator, 2.2, 1-15.
Reamer, F. G. (2020). Eye on Ethics.
Reamer, F.G. (2000). The social work ethics audit: A risk-management strategy. Social Work, 45(4), 355-366.
Rogge, M.E. (1993). Social work, disenfranchised communities, and the natural environment: Field education opportunities. Journal of Social Work Education, 29(1), 111-120.
- Facilitating Reflective Practice
Facilitating Reflective Practice
Breda, A. V., & Feller, T. (2014). Social Work Students’ Experience And Management Of Countertransference. Social Work/Maatskaplike Werk, 50(4).
Collingwood, P. (2005). Integrating Theory and Practice. The Journal of Practice Teaching and Learning, 6(1), 6-23.
Deal, K. (2003). The relationship between critical thinking and interpersonal social skills: Guidelines for clinical supervision. The Clinical Supervisor 22(2), 3-19.
Gelman, C., Fernandez, P., Hausman, N., Miller, S., & Weiner, M. (2007). Challenging endings: First year MSW interns’ experiences with forced interventions and discussion points for supervisory guidance. Clinical Social Work Journal, 35, 79-90.
Noble, C. (2001). Researching field practice in Social Work education, Integration of theory and practice through the use of narratives. Journal of Social Work, 1(3), 347-360.
Urdang, E. (2010). Awareness of self: A critical tool. Social Work Education, 29 (5), 523-538.
General Practice Skills with Individuals, Families,
Small Groups and Communities
- Social Policy/Community Organizing
Butterfield, A.K. (1998). The revitalization of community practice: Characteristics, competencies, and curricula for community-based services. Journal of Community Practice, 5(3), 37-62.
Dudziak, S., & Profitt, N. J. (2012). Group Work and Social Justice: Designing Pedagogy for Social Change. Social Work With Groups, 35(3), 235-252.
Ganz, M. (2005). What is Organizing? Social Policy: Organizing for Social and Economic Justice, 16-17.
Gladstone, D., Arnott, M., Kilkey, M., Forrester-Jones, R., & Palmer, C. (2007). Using Social Policy Research in Teaching. The Higher Education Academy, 1-24.
Reisch, M., & Lowe, J. I. (2000). “Of Means and Ends” Revisited: Teaching Ethical Community Organizing in an Unethical Society. Journal of Community Practice, 7(1), 19-38.
Staples, L. (2012). Community Organizing for Social Justice: Grassroots Groups for Power. Social Work With Groups,35(3), 287-296.
Weiss-Gal, I. (2006). Social Policy for Social Work: A Teaching Agenda. British Journal of Social Work, 36(5), 789-806.
Assessment & Communication Skills
- Developing Professional Oral and Written Communication Skills
Columbia University School of Social Work. (n.d.). Handbook for Student Social Work Recording.
Graybeal, C.T., & Ruff, E. (1995). Process recording: It’s more than you think. Journal of Social Work Education, 31(2), 169-181.
Perret, N. (n.d.). University of Toronto: Writing Advice.
Rice University. (n.d.). Designing Effective Oral Presentations.
Trevithick, P., Ruch, G., Richards, S. C., & Moss, B. (2005). Teaching and learning communication skills in social work education. Social Work Education, 24(4), 409-422.
- Social Work Assessment with Individuals & Families
Balaguer, A., Mary, D., & Levitt, M. (2000). The Genogram: From Diagnostics to Mutual Collaboration. The Family Journal, 8(3), 236-244.
Graybeal, C. (2001). Strengths-Based Social Work Assessment: Transforming the Dominant Paradigm. Families in Society: The Journal of Contemporary Social Services, 82(3), 233-242.
Morin, D. (2006). GenoPro [Software]. Montreal: GenoPro Inc.
– Note: Downloadable program used to generate genograms. Only available on the Windows platform, but maybe run on a Macintosh with Parallels or VMFusion software or, if an old Mac, Virtual PC.
York College. (n.d.). Social Work Psychosocial Assessment I.
York College. (n.d.). Social Work Psychosocial Assessment II.
Specialized Areas of SW Practice
- International Social Work
Al-Krenawi, A., & Graham, J. R. (2001). The Cultural Mediator: Bridging the Gap Between a Non-Western Community and Professional Social Work Practice. British Journal of Social Work, 31(5), 665-685.
Carter, J., Das, C., Campbell, A., Davidson, G., Dill, K., Duffy, J., . . . Pinkerton, J. (2016). Internationalising the social work curriculum (pp. 1-55, Rep.). The Higher Education Academy.
Lough, B. J. (2009). Principles Of Effective Practice In International Social Work Field Placements. Journal of Social Work Education, 45(3), 467-480.
Nuttman-Shwartz, O., & Berger, R. (2011). Field education in international social work: Where we are and where we should go. International Social Work, 55(2), 225-243.
Brocato, J., & Wagner, E. F. (2003). Harm Reduction: A Social Work Practice Model and Social Justice Agenda. Health & Social Work, 28(2), 117-125.
Galvani, S., & Forrester, D. (2010). Social work and substance use: Teaching the basics. Higher Education Academy Subject Centre for Social Policy and Social Work.
Macmaster, S. A. (2004). Harm Reduction: A New Perspective on Substance Abuse Services. Social Work, 49(3), 356-363.
- Mental Health
Bond, G. R., Mueser, K., Drake, R. E., & Latimer, E. (2001). Assertive Community Treatment for People with Severe Mental Illness. Disease Management and Health Outcomes, 9(3), 141-159.
Jacobson, N., & Greenley, D. (2001). What Is Recovery? A Conceptual Model and Explication. Psychiatric Services,52(4), 482-485.
Torrey, W. C., Drake, R. E., Dixon, L., Burns, B. J., Flynn, L., Rush, A. J., . . . Klatzker, D. (2001). Implementing Evidence-Based Practices for Persons With Severe Mental Illnesses. Psychiatric Services, 52(1), 45-50.
- Social Work in Health Care
Bronstein, L. R. (2003). A Model for Interdisciplinary Collaboration. Social Work, 48(3), 297-306.
Kirsh, B., Stergiou-Kita, M., Gewurtz, R., Dawson, D., Krupa, T., Lysaght, R., & Shaw, L. (2009). From margins to mainstream: What do we know about work integration for persons with brain injury, mental illness and intellectual disability? Work, 32(4), 391-405.
Lukens, E. P., & Mcfarlane, W. R. (2004). Psychoeducation as Evidence-Based Practice: Considerations for Practice, Research, and Policy. Brief Treatment and Crisis Intervention, 4(3), 205-225.
Meekosha, H., & Dowse, L. (2007). Integrating critical disability studies into social work education and practice: An Australian perspective. Practice, 19(3), 169-183.
- Families and Children
Anderson-Butcher, D., & Ashton, D. (2004). Innovative Models of Collaboration to Serve Children, Youths, Families, and Communities. Children & Schools, 26(1), 39-53.
Dawson, K., & Berry, M. (2002). Engaging Families in Child Welfare Services: An Evidence-Based Approach to Best Practice. Child Welfare, 81(2), 293-317.
Reupert, A., & Maybery, D. (2007). Families affected by parental mental illness: A multiperspective account of issues and interventions. American Journal of Orthopsychiatry, 77(3), 362-369.
Jozefowicz-Simbeni, D. M., & Allen-Meares, P. (2002). Poverty and Schools: Intervention and Resource Building through School-Linked Services. Children & Schools, 24(2), 123-136.
Mandell, D. (2008). Power, Care and Vulnerability: Considering Use Of Self In Child Welfare Work. Journal of Social Work Practice, 22(2), 235-248.
Ridge, T. (2009). Living with poverty: A review of the literature on children’s and families’ experiences of poverty (Rep. No. 594).
Walker, S., & Akister, J. (2004). Ethical Dilemmas in Working with Families. In A guide for caring professionals in the community. Russell House Publishing.
Walsh, F. (2003). Family Resilience: A Framework for Clinical Practice. Family Process, 42(1), 1-18.
- Older Adults
Greene, R. R., & Cohen, H. L. (2005). Social Work with Older Adults and Their Families: Changing Practice Paradigms. Families in Society: The Journal of Contemporary Social Services, 86(3), 367-373.
Lloyd, L. (2005). A Caring Profession? The Ethics of Care and Social Work with Older People. British Journal of Social Work, 36(7), 1171-1185.
Neville, S., Adams, J., Montayre, J., Larmer, P., Garrett, N., Stephens, C., & Alpass, F. (2018). Loneliness in Men 60 Years and Over: The Association With Purpose in Life. American Journal of Men’s Health, 12(4), 730-739.
Spencer, C., & Soden, A. (2007). A Softly Greying Nation: Law Aging and Policy in Canada. International Journal of Law and Aging, 2, 1-32.
Decolonization and Reconciliation
The following resources were originally from the Carleton 2019 course, “Re Conciliation, Decolonization and Indigenization,” which is now the Decolonization and Reconciliation course 2020. We would like to thank the original contributors, who designed and developed this course in 2019, Dr. Patricia McGuire and Dr. Beth Martin. MSW students, Andrea Blanchette and Kate Carroll re-designed the curriculum in 2020. We hope that these resources will support individuals, groups, and organizations to create meaningful change, including to decolonize and reconcile their social work practice with Indigenous peoples in Canada. Please note, that most of these materials do not belong to Carleton University’s School of Social Work, and we extend our thanks to each author and creator for making these materials publicly available.
- Fiction & Non-Fiction Books
Mosionier, B. (1999). In Search of April Raintree. Ottawa Library.
Dimaline, C. (2017). The Marrow Thieves. Ottawa Library.
Robinson, E. (2018) Son of a Trickster. Ottawa Library.
Vermette, K. (2016) The Break. Ottawa Library.
Maracle, L. (2017). My Conversations with Canadians. Ottawa Library.
Wagamese, R. (2012). Indian Horse. Ottawa Library
Joseph, R. (2018). 21 Things You May Not Know about the Indian Act. Ottawa Library.
Watt-Cloutier, S. The Right to be Cold. Ottawa Library.
Talaga, T. (2017). Seven Fallen Feathers. Ottawa Library.
Mailhot, T. M. (2018) Heart Bearries. Ottawa Library.
Thomas, K. (2012). The Inconvenient Indian. Ottawa Library.
Orange, T. (2018). There There. Ottawa Library.
Lindberg, T. (2015). Birdie. Ottawa Library.
- Social Work, Decolonization and Reconciliation
Blackstock, C. (2009). The Occasional Evil of Angels: Learning from the Experiences of Aboriginal Peoples and Social Work. First Peoples Child & Family Review, 4(1), 28-37.
Shimmin C., Wittmeier, K.D.M., Lavoie, J.G., Wicklund E. D., Sibley, M. K. (2013) Moving towards a more inclusive patient and public involvement in health research paradigm: the incorporation of a trauma-informed intersectional analysis. EMC Health Services Research. 17(539.
Louie, W. D. Pratt, P. Y. Hanson, J. A., Ottmann, J. (2017) Applying Indigenizing Principles of Decolonizing Methodologies in University Classrooms. Canadian Journal of Higher Education, 47(3), 16-33.
Tamburro, Andrea. (2013). Including Decolonization in Social Work Education and Practice. Journal of Indigenous Social Development, 2(1), 1-16.
Walsh, C. A., St-Denis N, Bear, A. E. Decolonizing Reflective Practice Through Photo Essay Asinai’pi Storytelling Place. Cultural and Pedagogical Inquiry, 10(1), 103-118.
- Indigenizing Education
Association of Canadian Deans of Education. (N.d.) Accord on Indigenous Education. University of Toronto.
Battiste, M. (2010) Nourishing the Learning Spirit. Education Canada, 50 (1), 14-18.
Bopp, M. Brown, L. Robb, J. Reconciliatio within the Academy: Why is Indigenization so Difficult? (N.D.). Four Worlds.
Bortolin, K.(2018, January 30). Faculty developers as allies (not experts) in supporting Indigenous perspectives. University Affairs.
Carleton University Indigenous Strategic Initiatives
Committee. (2019). Draft Calls to Action November 2019. Carleton University.
Canadian Association of College and University Student Services. (2018). Indigenization and Decolonization in Canadian Student Affairs. CACUSS.
Ermine, W. (2007). The Ethical Space of Engagement. Indigenous Law Journal. 6 (1), 193-203.
First Nations Education Steering Committee. (2006). First Peoples Principles of Learning. FNESC.
Indigenization, Decolonization and Reconciliation Committee. (2019, January). Summary of Indigenizing, Decolonizing and Reconciliation Committee Activities 2018/ 2019. Carleton University.
Indigenization, Decolonization and Reconciliation Committee. (2019, January). Proposal From the Addressing Reconciliation Committee, School of Social Work. Carleton University.
Indigenization, Decolonization and Reconciliation Committee. (2019, October 11). OCTOBER 11, 2019 In-Person Meeting. Carleton University.
McCauley, K. Matheson, D. (2018). Social Work Practice with Canada’s Indigenous People: Teaching a Difficult History. Practice, 30(4), 293-303.
Newhouse, D. (2008). Ganigonhi:Oh: The good mind meets the academy. Canadian Journal of Native Education, 31(1), 184-197, 321.
Pidgeon, M. (2015) More Than a Checklist: Meaningful Indigenous Inclusion in Higher Education. Social Inclusion, 4(1), 77-91.
Pete, S. Schneider, B. O’Reily, K.(2013) Decolonizig our Practice – Indigenizing Our Teaching. First Nations Perspectives, 5(1), 99-115.
Smith, M.(2013). Transforming the Academy: Essays on Indigenous Education, Knowledges and Relations. The Diversity Gap Canada.
Thompson Rivers University. (2010). A Handbook for Educators of Aboriginal Students. Towards Indigenizing Higher Ed.
- Need to Know Overviews and Reports
Blackstock, C. (2011). Reconciliation Means Not Saying Sorry Twice: How inequities in Federal Government child welfare funding, and benefit, on reserves drives First Nations children into foster care. First Nations Child and Family Caring Society of Canada.
First Nations Child & Family Caring Society. (2021). Jordan’s Principle
Ensuring First Nations Children Receive the Services They Need When They Need Them. FN Caring Society.
Government of Canada. (2022). Jordan’s Principle. Indigenous Services Canada.
Henry, R. Tait, Caroline L. Walker L. R., (2013). Child Welfare: A Social Determinant Of Health For Canadian First Nations and Métis Children. Pimatisiwin: A Journal of Aboriginal and Indigenous Community Health 11(1), 39-53. Pimatisiwin.
Justice, D. H., Carleton, S. (2021, August 5). Truth before reconciliation: Eight ways to confront residential-school denialism. TVO.
National Inquiry into the Missing and Murdered Indigenous Women and Girls. (N.d.). Reclaiming Power and Place: The Final Report of the National Inquiry into the Missing and Murdered Indigenous Women and Girls. MMIGW.
National Collaborating Centre for Indigenous Health. (2017). Indigenous Children and the Child Welfare System in Canada. NCCIH.
Sterritt, A. (2019, January 3). What does reconciliation mean to Indigenous people?. CBC.
Swiftwolfe, D. (2019). Indigenous Ally Toolkit. Montreal Urban Aboriginal Community Strategy Network.
Truth and Reconciliation Commission of Canada. (2012). Truth and Reconciliation Commission of Canada: Calls to Action. Government of British Columbia.
United Nations. (2007). United Nations Declaration on the Rights of Indigenous Peoples. UN.
Union of Ontario Indians. (2013). An Overview of the Indian Residential School System. Anishinabek.
- Cultural Competence/Humility
Bennet, B. Bacon, V. Zubrzycki, J. (2011). What Do We Know? The Experiences of Social Workers Working Alongside Aboriginal People. Australian Social Work, 64(1), 20-37.
Fisher-Borne, M. Montana C. J. Martin, L. S. (2015) From Mastery to Accountability: Cultural Humility as an Alternative to Cultural Competence. Social Work Education, 34(2), 165-181.
Jani, J. Osteen, P. J., Shipe, L. S. (2015). Cultural “Competence” and Social Work Education: Moving Towards Assessment of Practice Behaviors. FSU Digital Library.