Research and Scholarship
Using the more inclusive term "scholarship" (as opposed to the more narrow term "research") my scholarship has included both model building and training projects over the past years, especially since I was promoted to the rank of Full Professor.
One area of my scholarship is building models of social work practice from an ecobiopsychosocialspiritual perspectice This perspective views people as "body-mind-spirit" organisms and views the well being of the individual as interrelated to the well being of all of humanity, all living things, and the ecosystems that support all life. I also honor and study the "artistic" aspects of practice as much as the "scientific"; these artistic aspects incldue relationship-building, loving-kindness and compassion towards others, presence, and genuinness, I continue to publish articles, chapters, and books that provide these integrative models.
A second interrelated area involves building approaches to dialogue facilitation that can help people peacefully bridge the differences that often divide us in our personal relationships and local and global communities. This work is very "community-based" in the sense that I "re-search" the best approaches to intergroup dialogue through my practice.with people. In the past year, I have been involved in a number of community-based scholarly intitatives, including:
1. As Director of the Transforming classrooms into inclusive communities" (TCIC) project through the University Center for Teaching and Learning Excellence, I was given a two year grant to develop and deliver trainings for instructors across campus. This year, I have created a core group of about 20 dedicated faculty who have already started to provide trainings to programs and departments on campus on such topics as how to facilitate post-election classroom conversation, transforming difficult conversations about race, gender, sexual orientation, and uncovering hidden biases and micro-aggressions in the classroom. I have conducted a number of related trainings on campus this year.
2. As Co-facilitator, I have continued to help facilitate a number of dialogues in different settings on campus and in the local community on such issues as race and gender, white male privilege, religious diversity, and political differences (see vita).
3. I have been facilitating a Spirituality faculty learning Community through the University Center for Teaching and Learning Excellence. In these dialogues we talk about religious and spiritual diversity on campus, and look for ways to include the spiritual dimension in teachign and learning.
- September, 2017, Staff trainings, Student Affairs Office, School of Medicine., University of Utah. September, 2017. Diversity trainings for first and second year medical students, School of Medicine, U of Utah September, 2017. Peace training for students at Humanities House, University of Utah. Other, Presented, 09/15/2017.
- Derezotes, D.S. (August, 2017). Moderator, public screening of Ken Burns’ The Vietnam War documentary series, Viridian Event Center, West Jordan, August 10 at 7 pm. Other, Presented, 08/15/2017.
- Derezotes, D.S. (March, 2017). Spirituality in healing. Capstone presentation. Integrative Health Conference. University of Utah. Conference Paper, Presented, 03/15/2017.
- Derezotes, D.S. (September, 2016). First keynote speaker for year (series on optimism) MUSE, University of Utah. Invited Talk/Keynote, Presented, 09/2016.
- Derezotes, D.S. (August, 2016). Keynote speaker. Annual teaching conference, Center for Teaching and Learning Excellence. Invited Talk/Keynote, Presented, 08/2016.
- Derezotes, D.S. (April, 2016). Spirituality in practice. Generations Mental Health Conference. Salt lake City. Invited Talk/Keynote, Presented, 04/2016.
- Derezotes, D.S. (April, 2016). Keynote Speaker. Helping Suicidal Friends Forum. University of Utah. Invited Talk/Keynote, Presented, 04/2016.
- Derezotes, D.S. (March 2016). Capstone presentation. Integrative Health Conference. University of Utah. Invited Talk/Keynote, Presented, 03/2016.
- Facilitated local workshops: October, 2016. Conflict trainings for students at Humanities House, University of Utah. September, 2016. Trainings for staff of Student Affairs office, School of Medicine, University of Utah. August, December 2016. Conflict resolution training for new medical students, School of Medicine,University of Utah. Other, Presented, 01/2016.
- English, fluent.
- Derezotes, D.S. (2018). Four organizing principles in peace and conflict studies: consciousness work, systems theory, ecobiopsychosocialspiritual lifespan development, and experiential learning. . (pp. 12). International Conflict Resolution Education.. Accepted, 08/31/2018.
- David S. Derezotes & Edited by Muriel Schmid (2017). 29-46The use of dialogue in transforming religious conflict In Religion, conflict, & peacemaking, An interdisciplinary conversation. (pp. 29-46). University of Utah Press. Published, 12/01/2017.
- Derezotes, D.S. (2016) Ecopsychology: Adding “Eco” to the Biopsychosocialspiritual perspective. In Turner, F.J. (Ed.) 6th Edition ). Social Work Treatment: Interlocking Theoretical Approaches. Oxford, Oxford University Press. Published, 12/15/2016.
- Derezotes, D.S. & Engar, R. (2016). Spirituality and women’s health. In Frost, C.J. & Digre, K.B., eds. The 7 Domains of Health: Multidisciplinary Considerations of Women’s Health in the 21st Century. Dubuque, I Iowa: Kendall Hunt Publishers. Published, 12/01/2016.
- Derezotes, D.S. Cheney, S., & Cheney, G. (2016). Transforming conflicts over sustainability through dialogue. In. P. Kellett (Ed.) Conflict Transformation. Vol. II. Boston: Lexington. Published, 12/2016.
- (2016). Review of “Merging fires”. Journal of Peace Education, 13.. Published, 12/01/2016.
- Entries in RedBlueDictionary.org. Published, 07/2016.