This qualitative study explored the experiences of 34 Muslim individuals in four Western countries to gain a better understanding of their experiences with prejudice and discrimination following the terrorist attacks of September 11, 2001. An intersectional lens reveals the interlocking nature of identity, oppression, and privilege, and the findings provide insights into what helps affected individuals and communities be resilient in the face of persistent anti-Muslim sentiment. The social work profession is called on to take a leadership role in addressing the stigmatization of Muslims as a social justice issue and to take action to ameliorate its causes and consequences.

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Service systems in health and community agencies are struggling to deliver mental health services to adults with an intellectual disability. Many professionals feel ill equipped to assess and treat mental health disorders in this population. This Australian case study describes the collaborative effort required to meet the complex health needs of a client with an intellectual disability and the needs of her family, and the role played by a specialist, Disability Health Service. The key elements of this successful interagency collaboration are outlined and include good communication, adequate resourcing, and a willingness to resolve dynamic tensions and learn from each other.

Two studies evaluated a Therapeutic Nursery Program (TNP) integrated into Head Start centers aimed at reducing the impact of risk and increasing protective factors related to mental health outcomes in the child, family, and environment. Teachers and parents ident@ed dilferent sets of behavior problems in children referred to the TNF: suggesting the need to target internalizing as well as externalizing driqculties. The TNP services appeared successful in increasing adjustment and forging family alliances with teachers.Poverty and the increasing environmental stressors associated with poverty place Head Start children at greater risk for the development of negative mental health outcomes such as excessive externalizing (i.e., aggressive, defiant, and disruptive behavior) and internalizing (i.e., anxious, withdrawn, and depressed behavior) symptoms, delayed academic achievement, family conflict, or poor peer relationships. Reviews of the success of early preventative interventions designed to facilitate the transition to the social world of the preschool classroom, emphasize the need to embed the mental health perspective more fully into Head Start programs through a more conspicuous, active but culturally-sensitive presence in classroom activities, family programs, and staff development and strategic planning activities. Integration also takes the form of a more collaborative stance in the creation of interventions and closer links with community resources. The literature also indicates that early interventions carried out in the classroom and with the family have positive effects in both preventing later problems and in reducing the level of high-risk behaviors in identified children.

Despite the surge in online social work education programs throughout the last two decades, the body of literature examining the pedagogical transition to virtual environments from social work educators' perspectives remains nascent in form. To grow this area of inquiry, this interpretative phenomenological analysis (IPA) examined the lived experiences of 17 social work educators across the United States who transitioned from solely on-ground instruction to partially or completely online teaching prior to July 2019. Analyses of participant interviews generated a framework that organized social work educators' perspectives into the typologies of Grievers, Skeptics, Converts, Pragmatists, and Champions. These typologies emerged as a result of the multi-systemic forces that generated new conceptualizations of educators' roles and identities as they transitioned into the virtual landscape. Amid the current pandemic necessitating abrupt shifts to online education delivery, this framework offers clarity to social work educators as they make sense of their own experiences adapting to online teaching.

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