The Nova Scotia College of Social Workers (NSCSW) recognizes National Indigenous History Month in June, and National Indigenous Peoples Day on June 21. NSCSW is in Mi’kma’ki, the ancestral and unceded territory of the Mi’kmaq, whose inherent rights were recognized in the Peace and Friendship Treaties. While Nova Scotia also commemorates Mi’kmaq History Month in October, June offers its own opportunities to reflect on the lives, cultures, stories and traditions of the first people of Mi’kma’ki, and First Nation, Inuit and Métis communities from sea to sea to sea, as well as the unique obligations of the social work profession regarding the TRC 94 Calls to Action.

Given the history, present, and future roles for social workers in addressing the harms of colonization, it is important we recognize National Indigenous History Month and Indigenous Peoples Day, while striving to move beyond recognition, towards reconciliation and resurgence. We call on social workers and helpers across Mi’kma’ki to engage in recognition, celebration, and support for Indigenous resurgence in June and through the year.

Our ongoing commitments to decolonization and Indigenization are reflected in our relationships and activities with our Indigenous colleagues and partners, including an upcoming session on Indigenous Ethics. It is the responsibility of all social workers to strive towards decolonial practices for better tomorrows. This can be done in your practices, in your community, and through your relationships.

Decolonizing, Indigenizing

Social Work has a historical and present-day relationship with settler colonization. Joseph Gone writes, “Mental health professionals are the missionaries for a new millennium” (Gone, 2008). Social work as a profession is complicit in multiple harms in the past, and social workers are always at risk of perpetuating colonial harms in present day practice. To move towards reconciliation, we must recognize the history of our profession, which is guided by legislation enacted through provincial systems of power, that are rooted in and directly connected to the harms of colonization. With this in mind, what does it mean for social workers to strive for decolonization and championing of Indigenous social work and helping practices?

In Mi’kma’ki, early roots of social work practices were deeply present in the community healers’ traditions. These healers, revered as Elders or Medicine People, possessed extensive knowledge of medicinal plants, spiritual practices, and holistic healing passed down through generations. Their practices showcased the Mi’kmaq people’s reliance on their healers for comprehensive well-being through natural remedies and spiritual guidance, emphasizing interconnectedness and balance within oneself, the environment, and the community past, present, and future.

Rebuilding our foundations

With nearly 3000 social workers engaged in practice across Nova Scotia, we have an incredible opportunity to further commit to decolonial practice and support for Indigenous resurgence and resistance. Beyond social work practice, we have Land Defenders and Water Protectors throughout Mi’kma’ki and across Turtle Island engaged in resistance and resurgence.

As social workers, the new Code of Ethics & Standards of Practice we will launch this year guide us towards respecting the status, rights, diversity and needs of Mi’kmaq, First Nation, Métis, and Inuit Peoples (Guiding Principle 1.5). Social workers must value the importance of community involvement, relational accountability, cultural humility, trauma-informed practices, and the integration of Indigenous ways of knowing and being in social work practice. Social works are called to champion social justice and to advocate for the rights of Mi’kmaw and Indigenous peoples to be free from racism, systemic racism, and discrimination (Guiding Principle 2.2).

Value 3: Pursuing Truth and Reconciliation guides social workers towards the pursuit of Truth and Reconciliation. To do this, social workers must uphold the values and principles of Reconciliation and decolonization (Guiding Principle 3.1) and acknowledge Indigenous world views in their practice (Guiding Principle 3.2).

Values in practice

We can recognize Indigenous Peoples and history across the micro, mezzo, and macro levels of social work practice, as guided by our upcoming Safe(R) Social Work Practice Framework.

At the micro level, we are guided to uphold individual professional conduct. This includes ensuring we live into our values and ethics and practice competently with respect for relational accountability, trauma-informed practice, and grounding our work in Mi’kma’ki.

At the mezzo level, we can collaborate and partner with Indigenous communities, bridge trust, and ensure Indigenous people, especially Mi’kmaq community members are represented and supported in social work practice.

At the macro level, all social workers must advocate against racism and towards justice, while also striving for holistic health approaches.

The Truth and Reconciliation Commission’s calls to action outlined TRC education that is necessary for all those working in public service, education, health care and child welfare. Members may pursue formal training related to these TRC recommendations, or informal activities designed to build resilience, reconciliation, healing and understanding. All social workers in Nova Scotia are required to engage at minimum one hour of annual professional development grounded in principles of Truth and Reconciliation. However, we encourage you to do even more.

Opportunties for learning & relational action

Social workers across Nova Scotia have a role to play in recognizing National Indigenous History Month and Indigenous Peoples Day. Whether you are a settler or an Indigenous social worker, you can recognize these important moments through engaging in your local community activities, participating in professional development opportunities, and through reflexive practice.

Below are resources and opportunities for engagement in honor of National Indigenous History Month and National Indigenous Peoples Day.

A book to read:

Living in Indigenous Sovereignty by Elizabeth Carlson-Manathara with Gladys Rowe

“Living in Indigenous Sovereignty lifts up the wisdom of Indigenous scholars, activists and knowledge keepers who speak pointedly to what they are asking of non-Indigenous people.”

Videos to watch:

Etuaptmumk: Two-eyed Seeing – Rebecca Marshall

“Etuaptmumk – Two-Eyed Seeing is explained by saying it refers to learning to see from one eye with the strengths of Indigenous knowledges and ways of knowing, and from the other eye with the strengths of Western knowledges and ways of knowing … and learning to use both these eyes together, for the benefit of all.”

Mi’kmaw Culture & Heritage series

In 2022 and 2023, Gerald Gloade of Millbrook First Nation, an artist, educator, storyteller, naturalist, and Elder, offered a series of webinars to introduce non-Indigenous social workers to Mi’kmaw history, traditional knowledge, and current cultural context.

Upcoming professional development:

NSCSW Lunch and Learn (Webinar): Indigenous Ethics with Veronica Bernard

Indigenous Ethics come from beyond colonial ways of knowing and being and can be applied in social work and helping practices. This session will be grounded in Mi’kmaw teachings, spirituality, and practices and offer insights to how social workers and helpers can apply Indigenous ethics in their practices. This explores the questions:

• How might the ideas of time, sacred medicines, spirituality, and the Seven Sacred Teachings relate to ethical social work and helping practices?
• What are the ways we can move forward with both western methodologies and Indigenous methodologies towards greater ethical and equitable practices?

Community connection:

Participate in local events like the ones offered by the Mi’kmaw Native Friendship Centre or your local libraries and community centres. Engage with local First Nations and participate in public events offered in community (this Mawio’mi etiquette primer might come in handy if you get the chance to attend one). You can also engage with The Mi’kmaq of Nova Scotia Archives Collection of transcribed interviews with Mi’kmaq Elders by Dr. Trudy Sable.

National resources:

The Canadian Association of Social Workers (CASW) recognizes that social workers’ responsibility to truth and reconciliation calls for continually deepening our knowledge, challenging colonial systems, and advocate for meaningful change.

Visit CASW’s Reconciliation Hub for resources including webinars, statements, and publications that center Indigenous voices and advance reconciliation.

Here’s a selection of CASW webinars that explore the role of social work in advancing truth, reconciliation and culturally grounded care for Indigenous Peoples: 

• Foundations for Reconciliation in Social Work  
• Bigidendan – “Release it from your Mind” 
• Two Spirit Knowledge 
• Pursuing Truth and Reconciliation / Valeur 3: Établir la vérité et la réconciliation 

Changing direction

Wherever you are in Nova Scotia, please strive to participate in community events and engage in learning that deepens your commitment to truth and reconciliation and decolonization. Advocate and work to shift policy, systems, and practices in support of decolonization and Indigenization. It isn’t enough to just recognize, we must move towards shifting resources and systems of power so that the colonial harms of the past and present do not become the harms of the future.

References

Sable, T. (n.d.). Transcribed Interviews: The Mi’kmaq of Nova Scotia Archives Collection. Mi’kmaw Native Friendship Centre: Archives. Retrieved from https://www.mymnfc.com/transcribed-interviews

Gone, J. (2008). “So I Can Be Like a Whiteman’: The Cultural Psychology of Space and Place in American Indian Mental Health.” Culture and Psychology 14 : 369–99. https://doi.org/10.1177/1354067X08092639

We didn’t have any bylaw changes this year, but there were still some great updates! If you missed our AGM in May you can watch the livestream recording on our YouTube channel or read the highlights below.

Fee increase for 2026

The 2026 budget approved at the AGM included several key adjustments in response to the current economic climate. Notably, it introduced a modest 2.4% increase to registration and renewal fees, reflecting 2024 inflation rates. This increase is necessary to maintain the financial capacity and operational effectiveness of the College, ensuring we meet our regulatory obligations. The adjustment will take effect for the registration year that begins February 1, 2026, increasing the baseline active member registration fee from $465 to $476.

Council elections & appointments

We do have a vacancy remaining on council for the Northern region; members in that region who are interested in stepping forward for this role are encouraged to contact NSCSW staff.

New NSCSW Council member:

• Western Regional Representative: Alexandra Earle-Lambert, 1^st term

Uncontested returns to Council:

• Vice President: Michelle Ward, 2^nd term
• Treasurer: Kate Matheson, 3^rd term
• Central Regional Representative: Stephanie LeBlanc, 2^nd term
• Western Regional Representative: Iain Ford, 3^rd term
• Northern Regional Representative: April Munro-Wood, 2^nd term
• Eastern Regional Representative: Claire Sampson-MacDonald, 2^nd term
• Indigenous Representative: Holly Meuse, 2^nd term

Annual report

NSCSW council members presented the annual report. Themes included the growth of our membership, our successful transition from private practice registration to clinical specialist registration, the adaptation of the CASW Code of Ethics to create a new code and standards for Nova Scotia (to be implemented in 2025), and how our strategic plan is guiding and supporting proactive right-touch regulation in pursuit of safe(r) social work practice.

The Nova Scotia College of Social Workers (NSCSW) is steadfast in its commitment to developing and implementing an Equity, Diversity, Inclusion, Reconciliation, and Accessibility (EDIRA) framework across all regulatory functions. This initiative is a pivotal step towards redressing historical and systemic harms caused by social work.

As we seek to transform the systems around us, we must also transform ourselves.

To promote meaningful collaboration and true representation, in 2025 we are engaging with partner organizations that serve (and are substantially led by) equity-deserving groups (Indigenous, African Nova Scotian, disability, newcomer, French, and 2SLGBTQIA+) to increase our understanding the unique cultural context and needs of these communities. Some partners are gathering perspectives from their communities themselves, while others have asked us to share public calls for focus groups.

Focus groups that include a public call for participants will be added to this post as they are scheduled.

Social workers are not eligible to join these focus groups (our members will have many other opportunities to contribute to this process in the coming months).

Open focus groups

• June 5 — African Nova Scotian (Online)
• June 13 — African Nova Scotian (New Glasgow)
• June 16 — African Nova Scotian (Halifax)
• June 25 — Disability (Halifax)

Some closed sessions have already been held. Additional sessions for other groups will be scheduled in spring and summer.

Spread the word

Sharing a link to this page is the best way to pass the invitation on to someone who is eligible to join these discussions.

Purpose

By engaging these equity-deserving communities in meaningful conversations that foster partnership, trust, and inclusivity, we aim to gain insight into further action we can take to improve ethical practices in social work regulation and service delivery.

The membership of the Nova Scotia College of Social Workers is growing, and we need more mentors to support our growing pool of candidates in the Candidacy Mentorship Program. We have many new graduates and transferring or returning social workers who are seeking mentorship from one of our many qualified, competent, and supportive social workers in Nova Scotia.

If you have ever thought about how you might want to contribute to the development of other social workers, this blog post describes the process of mentoring, highlights resources that are available to mentors, and shares key insights to what makes a strong mentor.  

Both candidacy and mentorship have purpose

The Candidacy Mentorship Program (CMP) provides secondary assessment and professional support for new, transferring, and returning social workers in Nova Scotia. Unlike standardized exams used in many other provinces and jurisdictions to evaluate social worker competencies, the CMP takes a dynamic and inclusive approach.

Research has consistently shown that formal standardized exams, such as the Association of Social Work Boards (ASWB) exam, often fail to adequately measure critical thinking, practical application, and ethical decision-making. These exams have been widely criticized for their validity and reliability issues, alongside evidence of significant racial disparities in pass rates, disproportionately impacting equity-deserving groups.

By contrast, for over 30 years the CMP has supported thousands of professionals in building their knowledge and navigating real-world complexities in the social work field. At the heart of the CMP are the mentors who provide personalized guidance, fostering growth in professional and ethical practices while prioritizing reconciliation, equity, and cultural competence. This approach addresses systemic challenges within the profession and aligns with the commitment to create a more inclusive and effective regulatory framework for social work in Canada. 

The new code of ethics launched by the Canadian Association of Social Workers (CASW) in 2024 outlines the importance of mentorship in our profession:  

“Social workers contribute to the ongoing development of the social work profession and current and future social workers.

Context for Practice: Social workers in formal or informal supervisory, consultation, mentorship or in education roles strive toward excellence in the ongoing development of the profession and of current and future practitioners.”  

CASW Code of Ethics & Standards of Practice (2024)
Value 7: Providing Competent Professional Services
Guiding Principle 7.3

Mentorship is not just an opportunity for giving back, it is an ethical priority for all social workers. Our profession is enriched by social workers contributing to the development of other social workers. It also is an empowering experience for many mentors and allows you to develop your own practice. Mentors are also allowed to track and report up to 12 hours of mentorship per year as part of their informal professional development.  

In our Connection magazine issue from 2021 we interviewed Winnie Grant, who has been a mentor for over 15 years. She speaks to the power, importance, and value of mentoring candidates through our CMP.  

“I consider it my role to teach the skills that are required to be successful in the field, to teach them to fish…To build their confidence and develop their own approach based on the profession’s shared ethics.”

– Winnie Grant 

Many of our mentors report that the CMP is an enjoyable and enriching experience helping them to grow in their own practice and profession, while giving back to others. 

Preparing for mentorship

Candidates are required to complete 32 hours (maximum 2 hours per month) of mentorship with their mentors while engaged in the CMP. Many CMP relationships take place over a period of two years but the program can be completed in as little as 16 months.  

We have many resources available to potential mentors, and the first place to learn more is by reading the Mentor section on our CMP microsite.   

To qualify as a Mentor, social workers are required to: 

• Have completed candidacy and/or have been active as a Registered Social Worker (RSW) for a minimum of two-years and be approved by our Executive Director/Registrar or our Associate Registrar. 

• Have space, energy, and capacity to meet with their Candidates for at least 2 hours a month for the duration of the CMP and contribute to the development of learning goals and the assessment of the CMP for the SWC. 

There are no other prerequisites to be a Mentor, but we believe that the following competencies and attributes can be helpful: 

1. Personal Attributes: demonstrating effective communication and active listening; respect, patience, and a warm and positive attitude; believing in the potential of others; and demonstrating the willingness to take risks 

2. Modelling Excellence in Professional Practice: demonstrating a commitment to upholding equitable and ethical practice as guided the Code of Ethics and Standards of Practice; critical thinking and analysis; conflict-resolution skills; situational leadership. 

3. Fostering an Effective Mentor/Candidate Relationship: Establishing trust and maintain confidentiality; relational accountability; being approachable and welcoming; supporting, encouraging, and offering a safe(R) relational space; providing critical reflection and feedback; being open to sharing your experiences and wisdom; collaborative mindset in development of goals, processes, and boundaries; celebrating achievements; allowing the candidate to make their own decisions. 

4. Fostering Growth: Applying a coaching approach to the CMP relationship; encouraging candidates identify their own strengths, gaps, and growth potential; helping the candidate to set realistic goals; role modeling reflective and reflexive practice.  

While mentoring requires an openness and supportive environment, it also requires honesty and courage.  

“I have expectations with the candidates: we need to have honest conversations, they need to be courageous, they need to be willing to grow and learn to reach their full potential.”

– Winnie Grant 

Mentors are also allowed to mentor more than one candidate at a time, and many mentors benefit from group mentoring arrangements. However, it is advised that mentors have no more than three candidates at one time.  

This is just a brief overview, and we recognize that the richness of the CMP comes from the unique lived experiences of our Mentors and SWCs, thoughtful and achievable learning goals centred on the Code of Ethics & Standards of Practice, and the relationship Mentors and SWCs develop throughout the course of the program. 

To learn more about the responsibilities of mentors, including reporting and assessment, read our section on mentor responsibilities.  

What does a typical mentorship meeting look like? 

Each CMP relationship is unique and specific to the needs, goals, and boundaries of the mentor and candidate. However, many mentors chose to meet with their in a two-hour virtual meeting, once a month.  

The mentorship meetings can look like this: 

• Relational check-in with questions like: 
  • How have you been since we last met?  
  • What is on your heart, mind, and spirit as we begin this meeting? 
  • Anything you are looking forward to discussing today? 

• A summary of the time since you last met: 
  • What stands out as an impactful moment or moments at your place of employment since we last met? 

• Going deeper: 
  • How do these moments relate to your learning goals?  

• Setting a date for the next meeting

• Relational check-out with questions like: 
  • What are you taking away from this conversation? 
  • What are you looking forward to right now? 

Many mentors include a 5–10-minute break during their CMP meetings. Mentors are also invited to share frameworks, resources, and educational content that has helped them in their career journey.  

“I often share memes, content from social media, infographics, or concepts that have helped me in my career. My mentor also did this during our mentorship. This is where I learned about concepts like the Overton Window. In my mentoring group I share things about systems theory, anti-oppressive practice, decolonial and unsettling social work practice, and more. I find it helps guide the conversations and often the resources help the candidates go deeper in their reflections related to their learning goals and employment experiences.”

– Tyler Colbourne, Professional Development Consultant

However you decide to hold and construct your meetings with your candidate, it is important to be relational, have fun, have clear expectations, and be consistent in your approach and availability. Being a mentor doesn’t mean you are the primary source of support for candidates, it means you are there to coach and support. The candidate is meant to drive the learning experience as much as possible.  

The NSCSW has mentor training available to mentors who would like additional knowledge and skill to support them in mentoring. It is not required for mentors to complete this training, but it is offered as a resource for those who would like to use it. This training also qualifies as formal professional development for those who engage with the resource.

The call to adventure

We have candidates right now who are looking for mentors. We often post announcements in our bi-weekly member newsletter from candidates who are searching for a mentor with practice experience, knowledge, and skill related to their learning goals. We are also seeing an increase in candidates from international communities and equity-deserving and oppressed groups. We would love to increase our pool of mentors to reflect the strengths, needs, experiences, and identities of these candidates. If you have ever considered becoming a mentor, now is the time to begin! 

Mentorship offers a way to support others and yourself in the development of professional practice knowledge, skills, and values. It is a rewarding experience and greatly contributes to the ethical and equitable provision and delivery of social work in Nova Scotia. While the CMP might seem like a big commitment, it is simpler and more relational than it often first appears.  

“I want to help my candidates understand that we are both members of the community and work on behalf of the community. There is a weight that we carry, and we can see it as a calling or a consequence.”

– Winnie Grant 

Next steps

If you want to become a mentor or you have questions about the CMP, please reach out to Tyler Colbourne, Professional Development Consultant, ([email protected]), or Bria Symonds, Associate Registrar ([email protected]). We look forward to hearing from you.

by Eva Burrill, MSW, RSW

Introduction 

Substance use spans the full spectrum of social work practice. Despite its universality, research has indicated that there are no Canadian practice guidelines or standards for working with people who use alcohol and/or drugs (PWUAD), and there is also concerning inconsistency in social work education curriculum in this regard (Smith,2022; Kelsall, 2019). In a preliminary effort to address this issue in our local context, this article proposes key practice guidelines for social work practice with PWUAD in Nova Scotia, toward the ultimate objective of developing a standard of care for social work practice with PWUAD.

Background

Social work practice with people who use alcohol and drugs has historically been steeped in individualistic approaches to behavioural and cultural change, harmfully ignoring the complex systems within which PWUAD are often situated (Kelsall, 2019). For instance, social work practice with PWUAD has traditionally focused on individualized approaches to abstinence and rehabilitation; substance use, and suspicion of substance use, have been used as a rationale for the removal of children from their families (particularly when it comes to Indigenous women) (Kelsall, 2019). The profession of social work in Canada continues to be vulnerable to oppressive practice with PWUAD due to the lack of standardized education and practice guidancein this area. Research indicates that not only do social workers demonstrate stigma-based attitudes toward PWUAD, many also believe that substance use is best addressed by other professionals (Brocato & Wagner, 2003) and therefore develop a “professional passivity” toward PWUAD (Tober, 1993, in Brocato & Wagner, 2003). 

Harm reduction social work practice recognizes the historically harmful relationship between PWUAD and the social work profession and consciously moves toward repair, through practice that is evidence-informed and aligned with our principles and values.

What is it? 

Harm reduction social work practice is a holistic alternative to individualistic, medical, and moral models of understanding addiction. It is an approach that understands addiction as a complex health issue with a high degree of psychosocial strain (Roberts et al., 2023), typically situated within complex interrelated systems. Harm reduction social work recognizes that most drug-related harms are caused by systems and structures that criminalize, marginalize, and oppress PWUAD, and are not solely a result of substances themselves. Recognizing the interconnected and systemic nature of harm, interventions are most successful when they address all levels of harm and follow the practice guidelines detailed below, rather than focusing solely on the substance.

Practice guidelines

1. Ethics & values – Social work practice with PWUAD is rooted in a strong understanding of our historically oppressive relationship with PWUAD across all areas of practice and understands that intervention at all levels must work toward repair. Harm reduction and social work practice are aligned with respect to shared ethics and values, particularly the principles of self-determination, social justice, and respect for the inherence dignity and worth of all human beings (Bigler, 2005). Social work practice with PWUAD must be client-driven and collaborative.
2. Knowledge – Social workers engaged in partnership with PWUAD must be familiar with the harm reduction options available to their clients (such as sterile equipment, overdose prevention kits, and Housing First programs), as well as the laws and policies applicable to the interventions and resources. Social workers must use evidence-informed approaches when working with PWUAD.
3. Assessment – Social work recognizes that substance use impacts the biological, psychological, social, and spiritual; a thorough assessment and intervention plan must therefore take a biopsychosocial, person-in-environment approach (CSWE, 2015 & NASW, 2013). The objective of social work assessment and intervention with PWUAD is to understand the intersection of substance use and health, “prioritizing analyses of how context may facilitate or hinder patients’ ability to engage” (Kitchen & Brook, 2005 and Zerden et al., 2019, in Roberts et al, 2024). Harm reduction social work practice takes a strengths-based and resilience-focused approach to assessment and intervention (Rudzinski et al., 2017, in Marzell et al., 2024), recognizing that people use substances for a reason, and substance use can be adaptive. It understands that change to substance use is not always “possible or desirable” (Richert et al, 2023), and that analyses of readiness for change must be situated within the client’s unique context. Motivational work must never be coercive or mandatory and must be based on the client’s identified goals (Richert et al., 2023). 
4. Trauma-informed & anti-oppressive – People who have experienced adverse childhood events (ACEs) are disproportionately represented among PWUAD (Roberts et al, 2023), particularly among those with marginalized identities (Cummings et al., 2014 & McCarron et al., 2018, in Roberts et al., 2023). For instance, as a result of intergenerational trauma, continued colonialism, andoppression, indigenous peoples have an “increased vulnerability to drug-related harms” (Raynak et al., 2024). The integration of trauma-informed and anti-oppressive approaches to assessment and intervention are therefore core components of practice with PWUAD (CSWE, 2020), and central to reconciliation work (Raynak et al., 2024). As structural practitioners, social workers address the impact of trauma and oppression at all levels. For instance, they support clients to address the psychological impacts of oppression, while also challenging structural stigma, and advocating for the rights of PWUAD at a systems and societal level. 
5. Therapeutic alliance – Recognizing the integral nature of the therapeutic alliance to sustainably and effectively engaging PWUAD, social workers must prioritize factors that enhance the therapeutic alliance (Vakharia et al., 2017), such as: establishing low thresholds for service (Vakharia et al. 2017, Richert et al., 2023), taking a strengths and resiliency-based stance toward substance use, and taking a collaborative approach to assessment, goal planning, and intervention. Social workers understand that positioning the voices and expertise of PWUAD at the forefront of all intervention is an integral component of building strong and meaningful therapeutic alliance. 
6. Systems navigation – PWUAD often experience complex and interrelated forms of marginalization as a result of criminalization and stigma (Roberts, 2023). As structural practitioners, social workers must support PWUAD in navigating these complex and interrelated systemic structures.
7. Advocacy & leadership – Social workers are uniquely situated to analyse and address the impact of bias and stigma on PWUAD. Social workers must continuously assess the impact of their own conditioning (personal and professional) on their perspectives of and approaches to working with PWUAD. They must ensure they use person-centred and non-stigmatizing language (CSWE, 2020). Social workers take on a position of leadership within their teams and organizations, drawing attention to the presence of bias and stigma in care, educating providers, and collaborating on the development of person-centred care plans. In keeping with the principles of harm reduction (National Harm Reduction Coalition, 2024), social workers must advocate for people with lived and living experience to have a meaningful voice in the development of programs and policies that impact them.
8. Resources – Social work intervention must address the social determinants of health and, wherever possible, support clients to gain control over resources that help to reduce harms and enhance autonomy (Anbar et al., 2003). Social workers must also incorporate the knowledge and expertise of PWUAD at the micro, mezzo and macro levels of intervention. 
9. Documentation – Social workers must ensure that their clinical documentation reflects the complex biopsychosocial and structural realities of the client so as not to contribute to harmful stigma-based understandings of PWUAD. Social workers must also carefully attend to their position of power in clinical documentation, ensuring that they maintain the partnership perspective that is inherent to harm reduction practice.
10. Supervision – Given the current politicization and criminalization of substance use, the complexity and multi-level nature of intervention, as well as the high degree of psychosocial strain experienced by PWUAD, social workers collaborating with PWUAD should regularly participate in clinical supervision. Supervision is a key resiliency factor in protecting social workers from moral strain. It also ensures a high level of clinical and ethical reasoning in an area of practice that has historically been misaligned with our professional values and ethics. 

Closing

Social work’s historical relationship with PWUAD is deeply incongruent with our professional standards and values and has caused harm to PWUAD, particularly those in communities with whom we have already developed oppressive relationships. Not only is embracing a harm reduction approach to working with PWUAD fundamental to living our professional standards and promoting safe(r) social work practice, it is also an integral component of our responsibility toward reconciliation and repair. As structural practitioners, we are uniquely situated to offer a holistic, multi-systems approach that addresses the complex and interrelated systemic harms experienced by PWUAD. The adoption of a harm reduction standard of care serves as an integral step toward repair. 

EVA BURRILL, RSW (Kjipuktuk) works as a Professional Practice Coordinator for Social Work with Nova Scotia Health in Central Zone. She currently serves as the Central Representative for NSCSW Council and is Chair of the NSCSW Professional Standards Committee. Eva has worked in the health system throughout her career, with a particular interest in harm reduction practice and advocating for the rights of PWUAD. 

References

Anbar, M., Buckland, D., Hope, S., Layland, L. & Peckham, M. (2003). Harm Reduction Policy for Social Work Practice: Policy Considerations for the Ontario College of Social Workers and Social Service Workers.

Bigler, M. (2005). Harm Reduction as a Practice and Prevention Model for Social Work. The Journal of Baccalaureate Social Work. Vol. 10, No. 2.

Brocato, J. & Wagner, E. (2003). Harm Reduction: A Social Work Practice Model and Social Justice Agenda. In Health & Social Work, Volume 28, Number 2. National Association of Social Work.

Council on Social Work Education (2015). CWSE Specialized Practice Curricular Guide for Substance Use Social Work Practice. Alexandria, Virginia. 

Kelsall, T. (2019). The Emergence of Harm Reduction in Canadian Social Work: Scoping Themes for Practice. [Master’s Thesis]. School of Social Work: McGill University. 

National Association of Social Workers (2013). Standards for Social Work Practice with Clients with Substance Use Disorders. 

Principles of Harm Reduction (2024). National Harm Reduction Coalition. Retrieved March 16, 2025, from Harm Reduction Principles | National Harm Reduction Coalition

Marzell, M., Acquavita, S., & Pirich, C. (2024). Harmonizing harm reduction: uniting varied perspectives for enhanced social work practice. Journal of Social Work Practice in the Addictions, 24:3, 333-338, DOI: 10.1080/1533256X.2024.2334217

Raynak, A., Wood, B., Mushquash, C., McLaughlin, B. (2024). Intravenous Drug Use in the Hospital Setting: Advancing Reconciliation for Indigenous Canadians Using In-Hospital Harm Reduction and Culturally Safe Care. Journal of Addictions. Oct-Dec 01;35(4):237-242. doi: 10.1097/JAN.0000000000000600. PMID: 39621502.

Richert, T., Stallwitz, A. & Nordgren, J. (2023). Harm reduction social work with people who use drugs: a qualitative interview study with social workers in harm reduction services in Sweden. Harm Reduction Journal, 20(146). https://doi.org/10.1186/s12954-023-00884-w

Roberts, K., Smith, E., Sousa, C., Young, J. E., Corley, A. G., Szczotka, D., … Hartoch, A. (2023). Centering persons who use drugs: addressing social determinants of health among patients hospitalized with substance use disorders. Social Work in Health Care, 63(1), 19–34. https://doi.org/10.1080/00981389.2023.2278777

Smith, C (2022). Notes on the conspicuous underrepresentation of harm reduction & substance use education in Canadian social work curricula. NSCSW Connections Magazine.

Vakharia, S.P., Little, J. (2017). Starting Where the Client Is: Harm Reduction Guidelines for Clinical Social Work Practice. Clinical Social Work Journal 45, 65–76. https://doi.org/10.1007/s10615-016-0584-3. 

Read more of Connection

• 2024 NSCSW Annual Report
• Developing a standard of care for social work practice with people who use alcohol and drugs
• Book review: Active Hope
• NSCSW Awards: A spotlight on our community
• Spotlight: 2024 Student Bursary Recipients