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Integrating Human Rights and Trauma Frameworks in Social Work with People from Refugee Backgrounds
Abstract
Social work practice informed by human rights and trauma frameworks can be empowering and enabling. While both frameworks are complex and contested, their implementation “from below” via praxis can maximise benefits for social work with people who have experienced trauma and human rights abuses, such as those from refugee backgrounds. This article presents an exploration of this practice approach through the presentation of the story of Zillah and Amman, a fictionalised composite of many real refugee experiences. Taking as examples the education and child protection systems, the discussion highlights how theory to practice integration requires cross-cultural engagement, critical reflection, dialogue, and an understanding of human rights “from below”.
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Cited by
Sorted by citations
Building safety around children in families from refugee backgrounds
Losoncz, I. (2016) · Child Abuse & Neglect · doi:10.1016/j.chiabu.2015.09.001 · Cited by 14
Metadata
- Authors
- Nelson, D., Price, E., & Zubrzycki, J.
- Affiliations
- Australian Catholic University (AU)
- Corresponding author
- Price, Elizabeth
- ORCID
- Zubrzycki, Joanna
- Venue
- Australian Social Work
- Publisher
- Informa UK Limited
- Published
- 2013-04-23
- Volume
- 67
- Issue
- 4
- Pages
- 567-581
- ISSN
- 0312-407X (ISSN-L)
- 1447-0748
- OpenAlex
- W2032874111
- Cited by
- 23
- References
- 0
- Citations by year
- 2025: 2 · 2024: 2 · 2023: 1 · 2021: 2 · 2020: 2 · 2019: 3 · 2018: 3 · 2017: 2 · 2016: 3 · 2015: 1 · 2014: 2
- FWCI
- 6.29
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Australian Social Work (publishedVersion)
- Topics
- Social Sciences › Public Administration › Social Work Education and Practice
- Social Sciences › Psychology › Clinical Psychology › Migration, Health and Trauma
- Social Sciences › Law › Migration, Racism, and Human Rights
- Keywords
- human rights framework, trauma-informed practice, social work practice, human rights violations, child protection, education system, intercultural engagement, critical reflection, empowerment, theory-practice integration
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