This exploratory study examined the attitudes and experiences of a small sample of direct care workers' experiences of addressing the sexual expression and practices of their clients with intellectual disabilities. Drawing on in-depth interviews with direct care workers in Alberta, Canada, we use Foucault's work to examine the way power is exercised through organizational policies, personal values, and employment contexts. Altogether, the accounts of direct care workers seem to illuminate a culture that commonly sees disability and sexuality as antithetical and a topic to be avoided for fear of reprisal.

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The purpose of this exploratory study is to center the voices of women who are living with inflammatory bowel disease (IBD) in order to understand their lived experiences and the kinds of support and resources they most value. Our review of the literature has indicated that studies which reveal the personal, lived, qualitative experiences with women with IBD are scarce. Instead, the existing body of research tends to be highly medicalized and expert-driven. In this study we constructed a sample of 20 YouTube videos posted by women living with Crohn's Disease and Ulcerative Colitis, who openly shared their experiences of living with the disease. Using phenomenology, coupled with an intersectional lens, we explored how living with IBD, was informed by gender, race, class and age. We hope to publish this exploratory work as a way to begin to address the gap in our understanding of the lived experiences with IBD.

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This paper reports on a qualitative research synthesis that explored the intersections between art and social work. The scholarship notes a rise in interest in integrating creative arts practices in social work classrooms from assignment design to classroom activities. Also highlighted are the potential contributions of these arts-informed practices to teaching about topics related to oppression. The synthesis presented in this paper explored this potential through an interpretivist analysis of articles on the intersection of art and social work. Findings highlight the contribution of this approach to enhancing student engagement and critical reflexivity; creating a sense of collectivity and solidarity in the classroom; as well as transforming the role of the educator. Findings suggest the need for further research to explore the potential contributions of arts-informed approaches in social work education beyond a single classroom. Cet article présente la synthèse d’une recherche qualitative qui a exploré les intersections entre l’art et le travail social. Les recherches effectuées indiquent qu’il existe une augmentation de l’intérêt à intégrer les pratiques des arts créatifs dans les salles de classe de travail social, allant de la conception des devoirs aux activités en salle de classe. Les contributions potentielles de ces pratiques qui intègrent l’art à l’enseignement de sujets liés à l’oppression sont également mises en relief. Les synthèses présentées dans cet article explorent ce potentiel par le biais d’une analyse interprétative d’articles qui se situent à l’intersection de l’art et du travail social. Les résultats mettent en relief la contribution de cette approche à l’amélioration de l’engagement des étudiants et de la réflexion critique; à la création d’un sens de collectivité et de solidarité dans la salle de classe; ainsi qu’à la transformation du rôle de l’éducateur. Les résultats suggèrent qu’il faudrait mener d’autres recherches afin d’explorer les contributions potentielles des approches qui intègrent l’art dans l’enseignement du travail social au-delà de la simple salle de classe.