Motivation In areas of the world where poverty and inequality are deep and pervasive and social protection systems comparatively fragile, cash transfers are becoming commonplace and often promoted by international institutions and aid agencies as a viable instrument for social protection. Particularly, conditional cash transfers (CCTs) are being looked to as a means of reducing poverty while also investing in human capital. Purpose To capture some of the main critiques of CCTs from conception to evaluation, while identifying both gaps and opportunities for research and consideration for the future of CCTs. Methods A rapid review process was used. The initial search was conducted using a number of online peer‐reviewed databases. The initial search process yielded 993 sources, results were then limited to full‐text, English language, and to sources published between 2008 and 2017. Sources were then screened. Finally, 44 articles were chosen for in‐depth review. Findings This review captures some of the main critiques of CCTs from conception to evaluation, while identifying both gaps and opportunities for research and consideration for the future of CCTs. Policy implication We discuss responsibilities and implications for social work professionals who may be involved in the design, implementation or evaluation of CCT programmes domestically or internationally.

The declining prominence of anti-racist practice in social work education is a cause for concern in a profession premised upon pursuing social justice and serving humanity. This need calls for a revival of anti-racism education within the curriculum of social work education. This paper begins with an exploration of anti-racism discourse and guiding theory and examines the shift from anti-racism to anti-oppressive practice (AOP) in social work education and associated critiques and implications. Challenges to pursuing anti-racism education are identified as it pertains to implementing anti-racism education standards, and the teaching and learning of anti-racism from the perspectives of both educators and students. Finally, recommendations for policy revision and opportunities to engage faculty and students in anti-racism practice in social work education programs are proposed. Though predominately focused on the Canadian context, this exploration holds relevant and critical implications for the wider global context.

Accessible Summary• This research is about the sexual rights of persons with developmental disabilities.• For 12 months, nine adults with developmental disabilities and three allies created videos about love and intimacy.• The group found that family members, caregivers and support workers can make it hard for people with developmental disabilities to learn about and experience healthy relationships.• This research is important because it promotes the experiences and perspectives of persons with developmental disabilities, which can hopefully lead to positive changes in attitudes and service delivery that support positive sexual health. AbstractBackground: Although sexual rights are human rights, persons with developmental disabilities are often excluded from developing positive sexual health due to societal attitudes, stigma, a lack of education and limited opportunities. Methods: As a part of a 12-month participatory action research study in a westernCanadian province, nine adults with developmental disabilities and three allies created videos that explored the dimensions of sexual health as experienced by people with developmental disabilities. Participants were involved in all stages of the filming process. The filming topics identified by the participants emerged as the core research themes. Results: Persons with developmental disabilities often have limited opportunities to develop and nurture intimate relationships. Participants also identified that: (a) a lack of support from caregivers, (b) a lack of education about sexual health, (c) ableist spaces and (d) the absence of agency policies that acknowledge and protect sexual rights create further obstacles. Conclusions: Inclusive practices where the sexual rights of persons with developmental disabilities are respected and celebrated are critical in promoting positive sexual health. For many agencies, this requires reframing policies and programmes that include acknowledging and protecting the sexual rights of persons with developmental disabilities. While providing accessible pedagogical opportunities about sexual health was identified as important, ensuring curriculum delivery for support 256 | SITTER ET al. 1 | INTRODUC TI ON This article describes select findings from a 12-month participatory action research study where a group of adults with developmental disabilities 1 created a series of videos that explored the dimensions of sexual health. Through the process, participants identified a number of barriers and needed supports in the area of sexual rights. The article begins with a brief overview of the literature about sexual health and disability, followed with a description of the research process. The results indicate persons with developmental disabilities have limited opportunities to foster and experience intimacy. These limited opportunities are primarily due to a lack of support from caregivers, minimal access to education about sexual health, the predominance of ableist spaces, and the absence of agency policies that acknowledge and protect ...

Book Review of collection of stories

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Shelia Ladhani presents a series of stark black and white photgraphs in order to illustrate memory's elusive, changing nature.

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