About

Robin DeLuca-Acconi is an Assistant Dean of Student Services and a Clinical Assistant Professor at the School of Social Welfare at Stony Brook University. Her background of practice is in school social work, with a focus on anxiety in children and adolescents, as well as issues related to educational access and equity for populations that have been historically under-resourced and marginalized. Her research concentrates on the impact of social emotional competencies, human rights education, and corporate social responsibility. She holds a PhD from Stony Brook University School of Social Welfare, a Master's of Social Work from New York University, and a Bachelor's degree from Stony Brook University in Psychology/Social Sciences Interdisciplinary/Child and Family Studies.

Research topics

• Political Science
• Public relations
• Psychology
• Sociology
• Medicine
• Criminology
• Economic growth
• Psychiatry
• Medical emergency
• Social psychology
• Public administration
• Law
• Environmental health

Selected publications

• This Will Not Be the Last School Shooting: The Urgency of a Collective Response to School-Based Gun Violence

  Children & Schools · 2024 · 1 citations

  Senior authorCorresponding
  • Psychology
  • Criminology
  • Social psychology
  PublisherDOI

• How did we get here and where do we go from here?: Supporting undocumented students through a pandemic.

  School Psychology · 2022 · 4 citations

  1st authorCorresponding
  • Political Science
  • Political Science
  • Economic growth

  Communities of color have been disproportionately impacted by the coronavirus disease (COVID-19) pandemic, exposing the influence of decades of policies that have under-resourced and marginalized these communities. The history of segregation and inadequate funding in education has been exacerbated by the pandemic, compounding the educational inequities already present in the United States. The intersection of this inequity alongside immigration policies over the past years have led the undocumented student population to be adversely impacted. The lack of access to health care and social safety net programs, fear of deportation, and an over reliance on technology for schooling leaves a large segment of students vulnerable for adverse academic, emotional, and social outcomes. This paper will trace the historical path of educational segregation, immigration policies, and how these led to the disproportionate impact of COVID-19 on undocumented students. It will discuss interventions for undocumented students within an antioppressive ecological framework and the ethical responsibilities that school-based mental health professionals have to support undocumented students to fulfill their highest potential, manage the emotional toll of the pandemic, and advocate for change in immigration and educational policies. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

  PublisherDOI

• Professional Development, Supervision, and Mentoring

  Oxford University Press eBooks · 2021-11-17 · 1 citations

  book-chapter1st authorCorresponding

  The chapter discusses the complexities involved in the supervision and mentoring process for school social workers. The orientation and training of social workers is often in contrast to that of their school colleagues and administrators, so they may need to educate their supervisors and colleagues about a variety of social work topics. This chapter explains the importance of connecting with professional organizations for continued professional development. It explores ways to bridge the gap between orientation and training and offers tips and tools to help new social workers become leaders in their profession and in their district. The experiences of the chapter authors, an educator and a social worker, are highlighted.

  PublisherDOI

• Educating the Next Generation of Human Rights Advocates and Defenders

  Advances in Social Work · 2020 · 13 citations

  1st authorCorresponding
  • Sociology
  • Political Science
  • Sociology

  Defending human rights requires professionals to be unrelenting in the pursuit of systemic change. It requires the collaboration of varied professions bringing together their expertise to challenge the system of domination that has led to subjugation. Interprofessional education and collaborative practice (IPE) is a powerful tool where human rights defenders and advocates from different disciplines can learn from each other and advocate for change. This is an overview of an innovative collaboration between Robert F. Kennedy (RFK) Human Rights and Stony Brook University School of Social Welfare (SBUSSW) BSW Program. It will illustrate the way the RFK Human Rights’ human rights education program, Speak Truth To Power (STTP) is being adapted to baccalaureate social work education. Included is the method that the SBUSSW incorporates the Council on Social Work Education (CSWE) and Interprofessional Education Collaborative (IPEC) competencies in a human rights context through the partnership with RFK Human Rights

  PublisherOA PDFDOI

• Empowering Social Workers to Transform the Dominant Narrative: Advocating for Human Rights over Corporate Profit

  Journal of Human Rights and Social Work · 2016-12-19 · 11 citations

  articleOpen access1st authorCorresponding
  PublisherOA PDFDOI

• The Power of Advocacy in Bridging the Ideological Divide: The Campaign for Human Rights and Corporate Responsibility in the Cocoa Industry 2001-2014

  Academic Commons (Stony Brook University) · 2015-12-01 · 1 citations

  dissertation1st authorCorresponding

  A cornerstone of social work’s mission is to advocate for practices that create social justice. This study encourages social workers to broaden their advocacy efforts into the global arena and educate them about Transnational Advocacy Networks (TANs) that are fighting for equitable globalization policies. This longitudinal case study (2001-2014) explores the public debate surrounding human rights abuses in the cocoa industry. Qualitative framing analysis is employed to explore the stakeholders’ discourse surrounding both the causes of and solutions to the Worst Forms of Child Labor (WFCL). This study analyzes press releases from human rights activists, the cocoa industry, and the media in order to recount the debate’s history. Throughout the campaign, the TANs and cocoa companies conflicted over how to improve the Harkin-Engel Protocol and other policies designed to eradicate the WFCL. This study chronicles the TANs’ strategies and rhetoric used throughout the campaign against the WFCL. Findings include that intense early movement agitation, the practice of “naming and shaming,” mobilizing stockholder activists and strong resonant frames led to positive changes in the cocoa industry. This study recounts the cocoa industry’s reaction from denial of the problem to eventual acceptance of human rights as a corporate norm. Stakeholders ultimately transcended the conflict caused by contrasting ideological differences and created corporate social responsibility policies. It is essential for varied stakeholders to come together and bridge ideological divides in an effort to solve complex societal issues. This study encourages social workers to advocate for change in prevailing inequitable globalization policies. Social workers can play a vital role in envisioning a just world, and through partnering with advocacy networks, be architects of that world’s creation.

  Publisher

Frequent coauthors

• Melissa L. Bessaha

  Stony Brook University

  1 shared

• Stephanie L Carnes

  Sacred Heart University

  1 shared

• Suzanne L. Velázquez

  Stony Brook University

  1 shared

• Mario Mendoza

  1 shared

• Stephen Rabeno

  Stony Brook University

  1 shared

• Denise Campbell

  Cancer Council NSW

  1 shared

• Warren K. Graham

  Stony Brook University

  1 shared

• Suzanne L Velázquez

  1 shared