School of Social Work Vision, Mission and Goals

Vision

The SSW envisions racially just, accessible, and equitable social systems leading to sustainable collective freedom. 

Mission

Our school develops knowledge for social work practice, policy, and research through an evidence-informed advanced generalist curriculum, liberatory teaching, and community-engaged scholarship. We advance racial, economic, environmental, and social justice in our school, university, community, and state. 

Approach

We are committed to building and maintaining meaningful, reflexive, and connected relationships with our students, faculty, staff, and communities. We teach using reflexive and liberatory methods that support students’ holistic development. We partner with rural and diverse communities in Maine to promote full inclusion, address injustices, and advance the practice of social change. 

Goals

Goal 1

We prepare self-aware, ethically grounded baccalaureate and masters social workers committed to recognizing and dismantling systems of oppression and building liberation. 

Goal 2

Students and faculty are innovative leaders who use critical thinking, self-reflection, and participatory intervention skills, and practice at the micro, meso, and macro levels to promote social change.

Goal 3

 Students and faculty engage in critical analysis of the social work knowledge base, the profession’s history, and future directions.

Goal 4

Students and faculty conduct compelling, impactful, and collaborative research and scholarship. 

Goal 5

Our program serves as a state-wide leader in social work development, continuing education, and community capacity-building. 

Definitions

Accessible systems and spaces are intentionally designed and free from disjuncture allowing all humans to complete tasks that are needed or desired for any reason.1

Collective freedom is shared abundance and prosperity for all.2

Diversity is understood as the intersectionality of factors including but not limited to age, caste, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, generational status, immigration status, legal status, marital status, political ideology, race, nationality, religion and spirituality, sex, sexual orientation, and tribal sovereign status.3  

Environmental justice occurs when all people equally experience high levels of environmental protection, and no group or community is excluded from the environmental policy decision making process or is affected by a disproportionate impact from environmental hazards.4

Economic justice occurs when all people experience equitable economic opportunities and outcomes, and no group or community is excluded from the economic policy decision making process or is affected by a disproportionate impact. 

An equitable social system requires fair treatment, access, opportunity, and advancement, recognizing that all people do not all start from the same place.4 

A holistic approach recognizes a student’s development of knowledge, values, skills, and use of cognitive and affective processes (i.e., critical thinking, affective reactions, and exercise of judgment), is unique and cannot be understood outside of the student’s past and present experiences, social identities, and environments.3  

Liberatory teaching entails positioning students to be the leaders in their own learning through re-designing systems for equity with meaningful participation of those impacted by inequity.5,6

Micro-level social work entails working directly with individuals including those experiencing mental and physical health challenges, domestic violence, family dysfunction, job loss, homelessness, and more. Micro-level social workers provide individual counseling, connect individuals with important resources including entitlements and benefits, healthcare, mental health services, and other sources of support meant to improve lives and well-being.7

Mezzo-level social work entails working for neighborhoods, agencies and organizations, and other small groups. Mezzo-level social workers are on the staff of community service agencies, hospitals, health centers, prisons, etc. They may be employed by public, nonprofit and for-profit organizations.7

Macro-level social work entails working in the areas of policy analysis and advocacy, research, evaluation, program planning and development, education, administration, and leadership. Macro-level social workers focus on large-scale issues and change and can work in government, non-profit organizations, and policy, advocacy, and research think tanks.7 

Participatory approaches to intervention and research treat those most impacted – who might conventionally be called “clients” – as crucial stakeholders whose insights meaningfully guide all activities: initial conceptualization, planning and design, implementation, evaluation, and dissemination. Such approaches empower and build community capacity and ensure service providers are accountable. Associated skills include cultural humility, critical self-reflection, and collaboration.

Racial justice acknowledges people have been historically marginalized and their rights have been denied based on race. This includes ensuring equal access to opportunities, eliminating disparities and advancing racial equity for all.8,9 

Reflexivity means focusing on self-awareness and going beyond individual work to incorporate the impact of structure and culture.10 

Social justice stipulates that the same access to resources and benefits, rights, and opportunities should be available to people from all identity groups. Historical inequalities are recognized as continuing to exist. It requires a commitment to confront oppression and institutional inequalities through participatory and collaborative advocacy that is inclusive and affirming.11

1. DePoy, E. & Gilson, S. (2021). Emerging thoughts in disability and humanness. Anthem.

2. Price, A. Bhattacharya, J. & Warren, D. (2020). Centering Blackness: The path to economic liberation for all. Insight Center for Community Economic Development. https://insightcced.medium.com/centering-blackness-the-path-to-economic-liberation-for-all-f6c2c7398281

3. Council on Social Work Education (CSWE). (2022b). Educational Policy and Accreditation Policy and Accreditation Standards [EPAS] for baccalaureate and master’s social work programs. CSWE.org

4. Council on Social Work Education (CSWE). (2022a). Glossary: Educational Policy and Accreditation Policy and Accreditation Standards [EPAS] for baccalaureate and master’s social work programs. CSWE.org

5. Anaissie, T., D. Clifford, S. Wise, & National Equity Project (n.d.). Introduction to liberatory design. https://www.nationalequityproject.org/frameworks/liberatory/design

6. Hammond, Z.  (2021). Liberatory education: Integrating the science of learning and culturally responsive practice. American Federation of Teachers. https://www.aft.org/ae/summer2021/hammond

7. Conrad-Amliche, G. (n.d.) Understanding micro, mezzo and macro social work practice. National Association of Social Workers. https://www.socialworkers.org/Careers/NASW-Career-Center/Explore-Social-Work/Understanding-Micro-Mezzo-and-Macro-Social-Work-Practice.

8. American Civil Liberties Union. (2023). Racial justice. https://www.aclu.org/issues/racial-justice

Williams College. (n.d.). Defining racial justice. https://diversity.williams.edu/racial-justice/

9. Watts, L. (2019) Reflective practice, reflexivity, and critical reflection in social work education in Australia.  Australian Social Work, 72(1), 8-20, DOI: 10.1080/0312407X.2018.1521856

10. Atteberry-Ash, B. E. (2022). Social work and social justice: A conceptual review. Social Work, 68(1), 38-46. https://doi.org/10.1093/sw/swac042

References for School of Social Work Vision, Mission, and Goals

  • DePoy, E. & Gilson, S. (2021). Emerging thoughts in disability and humanness. Anthem.
  • Price, A. Bhattacharya, J. & Warren, D. (2020). Centering Blackness: The path to economic liberation for all. Insight Center for Community Economic Development. https://insightcced.medium.com/centering-blackness-the-path-to-economic-liberation-for-all-f6c2c7398281
  • Council on Social Work Education (CSWE). (2022b). Educational Policy and Accreditation Policy and Accreditation Standards [EPAS] for baccalaureate and master’s social work programs. CSWE.org
  • Council on Social Work Education (CSWE). (2022a). Glossary: Educational Policy and Accreditation Policy and Accreditation Standards [EPAS] for baccalaureate and master’s social work programs. CSWE.org
  • Anaissie, T., D. Clifford, S. Wise, & National Equity Project (n.d.). Introduction to liberatory design. https://www.nationalequityproject.org/frameworks/liberatory/design
  • Hammond, Z.  (2021). Liberatory education: Integrating the science of learning and culturally responsive practice. American Federation of Teachers. https://www.aft.org/ae/summer2021/hammond
  • Conrad-Amliche, G. (n.d.) Understanding micro, mezzo and macro social work practice. National Association of Social Workers. https://www.socialworkers.org/Careers/NASW-Career-Center/Explore-Social-Work/Understanding-Micro-Mezzo-and-Macro-Social-Work-Practice.
  • American Civil Liberties Union. (2023). Racial justice. https://www.aclu.org/issues/racial-justice
  • Williams College. (n.d.). Defining racial justice. https://diversity.williams.edu/racial-justice/
  • Watts, L. (2019) Reflective practice, reflexivity, and critical reflection in social work education in Australia.  Australian Social Work, 72(1), 8-20, DOI: 10.1080/0312407X.2018.1521856
  • Atteberry-Ash, B. E. (2022). Social work and social justice: A conceptual review. Social Work, 68(1), 38-46. https://doi.org/10.1093/sw/swac042