Poulin, J. & Matis, S. (2019). Social work practice: A competency-based approach. Unit II: Micro Social Work Practice Competencies. Chapter 5: 135-166. Springer Publishing Company.
Read Chapter 5. This primary social work practice text, built around the nine core 2015 CSWE competencies, is the only book available that provides learners with the benefits of a fully integrated competency-based approach. This unit addresses micro practice in the field of social work.
Sulimani-Aidan, Y., & Feldman, G. (2021). Merging micro and macro practice: The point of view of social workers working with at-risk young adults. Children and Youth Services Review, 129. https://doi.org/10.1016/j.childyouth.2021.106174
In recent years, partly in response to significant changes in the economic and political environment in which social workers operate, scholars have called for the integration of micro and macro practice in social work settings (Sulimani-Aidan & Feldman, 2021). Yet, little attention has been given to how social workers construct their practice to integrate these two types of interventions (Sulimani-Aidan & Feldman, 2021). This qualitative exploratory study examines the perceptions and experiences of frontline social workers who are expected to carry out micro and macro practice in their daily work (Sulimani-Aidan & Feldman, 2021).
Jacob, A., Tauati, A., & Brown, A. (2020). Applied response to homelessness: Model for service learning across the micro–macro social work practice continuum. Journal of Social Work Education, 56(1), S131–S141. https://doi.org/10.1080/10437797.2020.1723758
Homelessness remains a persistent problem in the United States, calling for continuing engagement to address this issue across the micro–macro social work practice continuum (Jacob, Tauati, & Brown, 2020). Social work educators have an imperative to expose the next generation of practitioners to this complex social issue and provide opportunities for students to develop knowledge, values, and skills to tackle what the academy has identified as one of the grand challenges of our profession (Jacob, Tauati, & Brown, 2020). This study offers a curriculum road map for a service learning opportunity, Homeless Connect, that is integrated into the BSW program at a private southern California university(Jacob, Tauati, & Brown, 2020). Using qualitative survey data of undergraduate students who participated in Homeless Connect, the study explores how participation influenced student perceptions of homelessness and supports emerging practitioner development (Jacob, Tauati, & Brown, 2020).
Dyson, Y. D., del Mar Fariña, M., Gurrola, M. A., & Cross-Denny, B. (2020). Reconciliation as a framework for supporting racial, ethnic, and cultural diversity in social work education. Social Work & Christianity, 47(1), 83–95. https://doi.org/10.34043/swc.v47i1.137
In today’s society, the marginalization and oppression among vulnerable communities emphasize the need for racial, ethnic, and cultural reconciliation (Dyson, del Mar Fariña, Gurrola, & Cross-Denny, 2020). Slavery, racism, and white privilege have had long-standing and negative effects in the history of the United States that continue to perpetuate the lives of minority populations (Dyson, del Mar Fariña, Gurrola, & Cross-Denny, 2020). As a result, the need to emphasize the importance of anti-racist education that focuses on addressing all levels of practice (micro, mezzo, and macro) and challenges structural ideologies is paramount(Dyson, del Mar Fariña, Gurrola, & Cross-Denny, 2020). The pursuit and maintenance of social justice for all is the foundation of the Social Work profession, therefore, students and practitioners must be equipped with the knowledge, training, and skills necessary for understanding how the historical antecedents and racism affect communities they will serve (Dyson, del Mar Fariña, Gurrola, & Cross-Denny, 2020). This paper will explore the concept of racial reconciliation as a framework for addressing racial, ethnic, and cultural diversity within social work programs (Dyson, del Mar Fariña, Gurrola, & Cross-Denny, 2020).
Krings, A., Trubey-Hockman, C., Dentato, M. P., & Grossman, S. (2020). Recalibrating micro and macro social work: Student perceptions of social action. Social Work Education, 39(2), 160–174. https://doi.org/10.1080/02615479.2019.1616686
This article explores the role of student perceptions relating to the importance of engaging in social action and social justice.
Vakharia, S. P. (2014). Incorporating substance use content into social work curricula: Opioid overdose as a micro, mezzo, and macro problem. Social Work Education, 33(5), 692–698. https://doi.org/10.1080/02615479.2014.919093