An Education Model for Integrating Genetics and Genomics Into Social Work Practice

Abstract

Findings from the Human Genome Project (HGP) suggest that tremendous opportunities exist for increased life expectancies and improved quality of life. The findings also raise enormous concerns about ethical, legal, and psychosocial implications, particularly for underrepresented and vulnerable populations. This article proposes an education model that focuses on genetically informed, ethical practice that will help social worker practitioners and educators play a more effective role as they confront the many implications of genetic and genomic research in the 21st century.

Increasing Participation in Genomic Research and Biobanking Through Community‐Based Capacity Building

“…At the same time a variety of medical practitioners, including genetic counselors and genetic specialists, seek the most appropriate ways of explaining, introducing, and using genomic information in health care. How genomic information will be translated and used in fields such as nursing Daack-Hirsch et al 2013), social work (Kingsberry et al 2011), education (Williams 2012), health assessment (Rosenkotter et al 2011), public health (Gilmour et al 2013;Pang 2013), and public policy (Bowen et al 2012;Brand 2012;Khoury et al 2011;Williams 2012) are still being considered and explored. These challenges raise the important clinical and practical question, how can we translate the language and the science of genomics into health care practice that benefits diverse communities?…”

Biosocial Research in Social Work Journals

“…Indeed, social work undergraduate and graduate programs, which form the basis of education for many doctoral trained social work scholars, are deficient of training on biology, genetics, or neuroscience. Although there appears to be growing interest in more fully integrating neurobiological and genetic training in social work programs (Johnson, 2001; Kingsberry et al, 2011; NASW, 2003), the overarching ideology for much of the past 100 years has been focused on the environmental nonbiological sources of people’s problems. As a result, social work scholars lack the consummate education and training to pursue biosocial research.…”

“…Indeed, there has been some resistance and reluctance to more fully incorporate biological research into social work theory and practice (Cohen, 1989; Flanzer, Gorman, & Spence, 2001). Nevertheless, it is clear from numerous articles and textbooks that social work practitioners and scholars are using biosocial research to inform theory and advance assessment, prevention, and treatment strategies to enhance well-being (e.g., Applegate & Shapiro, 2005; Combs-Orme, 2013; Garland & Howard, 2009; Hesselbrock, Hesselbrock, & Chartier, 2013; Johnson, 2001; Kingsberry, Mickel, Wartel, & Holmes, 2011; Montgomery, 2013; Sayre & Walker, 2014; Vaughn, DeLisi, & Matto, 2013).…”

Leadership, Literacy, and Translational Expertise in Genomics: Challenges and Opportunities for Social Work

“…Genomic discovery is moving too rapidly to allow for the slow-paced, social evolution of knowledge. People are harmed when they cannot understand the personal import of genetic screening and diagnostic technologies ( Kingsberry, Mickel, Wartel, & Holmes, 2011).…”