Showing papers in "Journal of Social Work Education in 2022"
TL;DR: In this article , the authors describe the development and validation of the Religious/Spiritually Integrated Practice Assessment Scale for Educators (RSIPAS-EDU), and describe a national sample of 833 master of social work (MSW) educators' self-efficacy, attitudes, perceived feasibility, behaviors, and overall orientation toward training students to integrate clients' spirituality in practice.
Abstract: ABSTRACT Although there has been increased attention to religion and spirituality (RS) over the past few decades in social work, little is understood about the delivery of this content within the social work curriculum and social work educators’ views and behaviors regarding training students on this area of practice. The current study attempts to address this by (a) describing the development and validation of the Religious/Spiritually Integrated Practice Assessment Scale for Educators (RSIPAS-EDU); (b) describing a national sample of 833 master of social work (MSW) educators’ self-efficacy, attitudes, perceived feasibility, behaviors, and overall orientation toward training students to integrate clients’ RS in practice; and (c) indicating MSW faculty charactertistics that predict their orientation toward this topic in social work education. The results suggest that the RSIPAS-EDU is reliable (α=.96) and valid overall and across the four subscales, and that while MSW faculty indicate high levels of self-efficacy, positive attitudes, and relatively few barriers, fewer reported engagement with training students to integrate clients’ RS. Further, the three predictors of their overall RSIPAS-EDU score included intrinsic religiosity, prior training (course or continuing education), and knowledge of empirically supported interventions that integrate clients’ RS. Implications for social work education and future studies are discussed.
4 citations
TL;DR: In this paper , the use of online live-streamed simulations (online LSS), implemented on Zoom with Master of Social Work students, was explored, and students reported learning procedural and meta-competencies, and indicated that online LSS provided a space to focus on the procedural, relational and affective elements of online client sessions.
Abstract: This article reports the use of online live-streamed simulations (online LSS), implemented on Zoom with Master of Social Work students. A thematic analysis was conducted from an online survey (n = 26 responses) to explore, 1) if online LSS can offer the same potential to develop holistic competence as in-class simulations, and 2) how students experienced learning social work practice through online LSS. Students reported learning procedural and meta-competencies, and indicated that online LSS provided a space to focus in on the procedural, relational and affective elements of online client sessions. We suggest that online LSS can offer similar training potential as face-to-face simulations, and that online LSS can offer unique learnings to assist students in developing competencies relevant to online practice.
4 citations
TL;DR: In this article , the development and implementation of two speed-dating events for older adults by social work students in a Human Behavior in the Social Environment II course, the benefits to students and participants, and the lessons learned through the evaluation process were discussed.
Abstract: ABSTRACT Through an experiential learning project, social work students were able to examine ageist ideas of older adults and appreciate that, regardless of age, all humans need companionship. These insights allowed students to examine their ageist ideas and values toward older adults toward positive change. Engagement across micro, mezzo, and macro practices increased student interest in working with older adults in field education placement and future workplace. The results were advantageous for both students and older adults. This article discusses the development and implementation of two speed-dating events for older adults by social work students in a Human Behavior in the Social Environment II course, the benefits to students and participants, and the lessons learned through the evaluation process.
3 citations
TL;DR: In this paper , the authors discuss how they integrated Eleos Health, a new technology, into the classroom that allowed students to apply and practice their newly learned skills through simulated role-plays under the professor's guided supervision.
Abstract: Practitioners are required to have both practice knowledge of theoretical approaches and professional competence and skills. For student social workers, acquiring the former has been traditionally associated with academic teaching. With practice placement learning, the latter has required unique consideration with the incorporation of the online learning platform, which has been escalated due to the COVID-19 pandemic. We suggest that there is a role for simulation-based education to link knowledge and skills, with technology offering improved facilities to provide opportunities to learn for practice. In this teaching note, we discuss how we integrated Eleos Health, a new technology, into the classroom that allowed students to apply and practice their newly learned skills through simulated role-plays under the professor's guided supervision. [ FROM AUTHOR] Copyright of Journal of Social Work Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
3 citations
TL;DR: In this paper , the authors describe a course on mindfulness and social work in an Israeli college during the COVID-19 crisis and find that students experienced the course as helping them deal with the challenges on personal, professional, and academic levels.
Abstract: This article describes a course on mindfulness and social work in an Israeli college. During the course, the students dealt with the unpredictable reality of the COVID-19 crisis. As they studied and practiced mindfulness, they experienced new life circumstances, as a living lab, creating a direct encounter with the course concepts. Practicing meditation became particularly significant for them given their coping with the crisis. One of the course requirements was writing a journal. Analysis of the journals suggested a three-stage learning process: (a) ambivalence toward the course, (b) the magic of mindfulness, and (c) reflection and selection. The findings indicate that the students experienced the course as helping them deal with the COVID-19 challenges on personal, professional, and academic levels.
3 citations
TL;DR: In this article , a group of social work academic mothers, representing various identities at teaching and research-intensive institutions, have been asked to offer collective perspectives and recommendations for structural change within the social work academy to buffer the impact of the COVID-19 pandemic and exacerbating racial and gendered disparities.
Abstract: ABSTRACT The COVID-19 pandemic has had a profound societal impact with unprecedented impact on women’s labor force participation, including among academic mothers. Yet, persistent gendered and racialized inequities in academia remain structurally unaddressed, including in social work. We believe that as social work educators we are well-positioned to develop an academic culture that helps us refocus on what matters most; redefine excellence in teaching, service, and research; and make academic practice more equitable. To this end, we convened a group of social work academic mothers, representing various identities at teaching and research-intensive institutions, to offer collective perspectives and recommendations for structural change within the social work academy to buffer the impact of the COVID-19 pandemic and exacerbating racial and gendered disparities.
3 citations
TL;DR: In this article , the authors examined the relationship between racial knowledge and emotions as predictors of anti-racist behaviors and found that racial emotions affect antiracist behaviors, above and beyond what is accounted for by knowledge about racism.
Abstract: ABSTRACT This study examined the relationships between racial knowledge and emotions as predictors of anti-racist behaviors. We analyzed responses of 135 White MSW students from a cross-sectional survey conducted in May 2018. Regression was used to analyze the relationships between colorblind attitudes, empathy, guilt, shame, and anti-racist behaviors. Results indicated that colorblind attitudes and White shame, after controlling for other factors, were correlated with fewer anti-racist behaviors; empathy and having taken an ethnic studies course were related to more anti-racist behaviors. These results provide evidence that racial emotions affect anti-racist behaviors, above and beyond what is accounted for by knowledge about racism. The results encourage educators preparing students for anti-racist practice to develop interventions that target racial emotions among White students.
3 citations
TL;DR: In this paper , the authors identify ways social work education and professional organizations can support elected office as a social work career trajectory and provide practical recommendations to increase support of elected office career trajectory at the program and organization level.
Abstract: ABSTRACT Social workers are ethically bound to engage in political action. Serving in elected office is one influential way they can fulfill this responsibility. The purpose of this study was to identify ways social work education and professional organizations can support elected office as a social work career trajectory. Nine political social workers who held or campaigned for elected office in a Midwestern state were interviewed. Thematic analysis was used to identify and conceptualize four themes: politically focused coursework, government and legislative field placements, professional organization support, and peer support. Examples of existing supports are provided, followed by practical recommendations to increase support of elected office as a career trajectory at the program and organization level.
2 citations
TL;DR: In this paper , a mixed-methods study used a phenomenological approach to explore the experiences of Black social work faculty and staff (N = 55; Mage = 44.26, SD = 12.07).
Abstract: ABSTRACT Experiences of Black social work faculty with Black administrators is understudied. This mixed-methods study used a phenomenological approach to explore the experiences of Black social work faculty and staff (N = 55; Mage = 44.26, SD = 12.07) currently or previously supervised by a Black administrator. The main findings were that participants had more autonomy and positive interactions, formal or informal visible supports, and support and understanding from their administrators. Several respondents identified more affective perceptions and feelings rather than actual behaviors to describe negative experiences. Future research should expand the instrument to include more characteristics of administrators, the context of the respondent, and collect information from Black administrators on how they view their roles when working with Black faculty.
2 citations
TL;DR: In this paper , the authors present a set of policies for social work programs and journals to establish clear and widely distributed policies regarding plagiarism, which may help reduce plagiarism and improve the quality of professional writing.
Abstract: Plagiarism is a continuing and growing concern in higher education and in academic publishing. Educating to avoid plagiarism requires ongoing efforts at all levels and clear policies that explain the several types of plagiarism and potential consequences when it is found. Identifying plagiarism requires complex judgments and is not a simple matter of using plagiarism detection software. Both social work programs and journals should establish clear and widely distributed policies regarding plagiarism. Ongoing education, care in course and assignment development, tracking incidents within each institution, and establishing clear policies may help reduce plagiarism and improve the quality of professional writing.
2 citations
TL;DR: This paper explored learning opportunities used by social workers using or working in sport and found that social workers engaged in several learning opportunities, including formal education, informal learning opportunities and personal experiences as an athlete.
Abstract: ABSTRACT With many social workers already using or working in sport, understanding available learning opportunities is critical to enhance competency-based practice, a cornerstone of the profession. To meet this need, this study explored learning opportunities used by social workers using or working in sport. In total, 15 social work professionals were interviewed, representing different professional backgrounds and demographics. Findings demonstrate that social workers engaged in several learning opportunities, including formal education, informal learning opportunities, and personal experiences as an athlete. With this new knowledge, organizations such as the National Association of Social Workers and Council on Social Work Education may consider the development of specialty practice areas and social work specializations, further allowing social work students to individualize their education.
TL;DR: This article presented parallel narratives as a pedagogical strategy to increase awareness, facilitate critical reflection, and dialog about the role of Black social work pioneers in the development of the social work profession.
Abstract: ABSTRACT This article presents parallel narratives as a pedagogical strategy to increase awareness, facilitate critical reflection, and dialog about the role of Black social work pioneers in the development of the social work profession. Using this approach, history is reconstructed and presented in ways that decenter Whiteness and avoid marginalizing people of color. The Black settlement house movement that occurred simultaneous with Jane Addams’s Hull House, the work of Lugenia Burns Hope alongside Mary Richmond, and the work of W. E. B. Du Bois and Bertha Reynolds, are parallel narratives discussed. This article intentionally shares the history of the social work profession with multiple narratives, and in addition emphasizes that doing so is a step toward the realization that Black Social Workers Matter.
TL;DR: In this paper , the authors examine the different types of virtual simulations, categories of educational topics and competency-based skills that these virtual simulations address, and evidence of their usefulness.
Abstract: ABSTRACT To successfully respond to the increasing needs and demands of clients, social workers must be equipped with a broad range of knowledge and skills. Due to limitations with traditional in-person methods, the field is considering virtual simulations to enhance students’ knowledge and competency-based skills. Virtual simulations are a method of using a computer/software/the Internet to teach knowledge and competency-based skills. In this article, we examine the different types of virtual simulations, categories of educational topics and competency-based skills that these virtual simulations address, and evidence of their usefulness. Initial findings suggest that these online learning modalities may not only be effective at teaching knowledge and competency-based skills, but that they may bridge a gap that exists in traditional teaching methods.
TL;DR: The authors explored what factors contribute to meaningful experiences in field placements, including connection to the practice area or community being served, importance of relationships with field instructors, including BIPOC field instructors; and supportive agency context.
Abstract: Despite the importance of field in social work education, little is known about the specific experiences of Black, Indigenous, and People of Color (BIPOC) students in field placements. In this qualitative study with 42 social work students, we explored what factors contribute to meaningful experiences in field. Findings include: (a) connection to the practice area or community being served, (b) the importance of relationships with field instructors, including BIPOC field instructors; and (c) supportive agency context. Implications of this study support the recruitment and retention of BIPOC field instructors, continuing to build field instructors’ capacity to engage with issues of race, identity, and oppression, ongoing attention to agency context, and building more robust research regarding racial equity in field.
TL;DR: In this paper , the authors evaluated the effectiveness of clinical simulations to prepare social work students in geriatrics and mental health specialties, and found that students reported gains in knowledge, counseling selfefficacy, and clinical skill competency.
Abstract: Nationally, social work students face limited access to clinical education that examines the intersection of older adults, chronic disease, and mental health. This is critical due to a rapidly aging population and a shortage of geriatrics trained social workers. Scant data exists on the effectiveness of clinical simulations to prepare social work students in geriatrics and mental health specialties. In this study, 118 MSW students completed a simulation through the Standardized Patient (SP) Program consisting of a gerontology course, patient interview, debriefings, self-efficacy and counseling skill outcomes, and qualitative surveys. Students reported gains in knowledge, counseling self-efficacy, and clinical skill competency. Simulations assess students in clinical scenarios to improve counseling skills towards achieving clinical competency.
TL;DR: This article explored MSW students' perceptions of the professional identity of the social worker and the social work researcher using Structured Interview Matrix (SIM) methodology and found that participants perceived the social workers and the researchers to have distinct identities, revealing implications for innovative pedagogical approaches to teaching social work research.
Abstract: ABSTRACT Social work professional ethics require research-informed practice and practice-informed research. Anecdotal evidence, however, suggests that social work practitioners do not identify themselves with research even though research training is a requirement in social work education. Using Structured Interview Matrix methodology, the study explored MSW students’ (n=188) perceptions of the professional identity of the social worker and the social work researcher. Students drew images of the social worker and the social work researcher and wrote five words that best describe them. Data were analyzed using content analysis and thematic analytical frameworks. We found that participants perceived the social worker and the social work researcher to have distinct identities. The findings reveal implications for innovative pedagogical approaches to teaching social work research.
TL;DR: The Social Work integrative research lab (SWiRL) as mentioned in this paper provides opportunities for undergraduate students to engage meaningfully with research and allows graduate students to develop mentoring skills, and the data supported their assertions that participation in SWiRL helped establish the value of research and fostered both leadership development and community.
Abstract: The Social Work integrative Research Lab (SWiRL) provides opportunities for undergraduate students to engage meaningfully with research and allows graduate students to develop mentoring skills. We conducted a survey of alumni (N=20) to learn whether: a) alumni endorsed the benefits of participation and b) SWiRL experiences contributed to professional development. We also conducted a social network analysis (N=16) of current participants to explore community dynamics. The data supported our assertions that participation in SWiRL helped establish the value of research and fostered both leadership development and community. Satisfied alumni were diverse and reported acquiring skills beyond research, including career and identity development. Many of the study participants reported using their skills in their current jobs.
TL;DR: The Rittenhouse incident is part of a long history of racist police behavior in America as discussed by the authors , and it is understandable that a movement has emerged calling for abolition of the police, including some leaders in social work education programs.
Abstract: On October 19, 2021, a jury in Kenosha, Wisconsin exonerated Kyle Rittenhouse—a White teenager who crossed state lines brandishing a military-style assault rifle that he used to kill and wound people participating in a Black Lives Matter (BLM) march. Protests soon erupted around the United States, as people—both White and non-White—were appalled at the apparent racism implied by the jury’s verdict and the apparently biased way the judge seemed to influence the trial proceedings. Perhaps even more appalling was the racist behavior of the police when they greeted Rittenhouse at the march and did nothing to stop him. Had Rittenhouse been a Black man showing up brandishing a weapon like that, we can be certain that he would have been arrested immediately if not shot dead on the spot. The Rittenhouse incident is part of a long history of racist police behavior in America. In the aftermath of all of the recent incidents of racist policy brutality and murders of innocent Black people by White cops, it is understandable that a movement has emerged calling for abolition of the police. Calls for abolition are coming from many scholars and change agents, including some leaders in social work education programs. The abolitionist movement is not monolithic. It includes diverse arguments and diverse divisions. However, the arguments tend to agree about many compelling points. For example, Kaba (2021) noted that police have always been a force of violence against Black people. There is a disproportionate number of Black people who have been stopped, frisked, harassed, bullied, arrested, detained, and assaulted by police. There is a disproportionate number of Black people in our jails and prisons. Black people are much more likely to be killed by police than are White people. Abolitionists also argue that police officers do not really offer much protection against crime and instead spend most of their time dealing with noncriminal issues like parking and traffic violations and noise complaints. To counter appeals to reform the police rather than abolish them, Kaba (2021) argued that the current police system is far too historically racist to make tolerable through reform efforts. Moreover, abolitionists cite the very many active duty police officers who are members of racist and antigovernment groups. Furthermore, they argue that reforms are not effective. For example, the police reforms instituted in Minneapolis—the wearing of body cameras, undergoing antibias training, and other reforms—failed to prevent the murder of George Floyd. Likewise, New York’s banning of chokeholds did not prevent Eric Garner from being killed by a chokehold performed by a New York police officer. Abolitionists also note that police can shut off their body cameras and that implicit bias trainings and police–community collaboration efforts have been found to be ineffective. A key belief shared by many abolitionists is that police would not be needed if the money spent on them went instead to programs to alleviate socioeconomic problems that are thought to be the root causes of crime. Abolitionists also cite the promise of restorative-justice models and community care networks as alternatives to caging people in prisons. They believe that with abolition there will still be people who can respond to emergencies, but the people will better equipped than police to handle the emergencies. Although the various points made by abolitionists are forceful, not everyone committed to ending racist police violence is persuaded by them. For example, critics of abolitionism have depicted it as an emotional, utopian, and unrealistic response to racist police violence. Many questions are posed
TL;DR: In this paper , a case study uses a qualitative analysis research method to explore high impact practice (HIP) focusing on a training program that seeks to prepare students for and effectively transition to a career in child welfare.
Abstract: ABSTRACT Turnover rates of the child welfare workforce continue to rise, resulting in poor outcomes for children and families. Efforts to improve readiness and retention are needed to better prepare child welfare workers. This case study uses a qualitative analysis research method to explore high impact practice (HIP) focusing on a training program that seeks to prepare students for and effectively transition to a career in child welfare. HIPs are defined as formal program components or experiences for students. HIP characteristics go further and define what is occurring in the high impact practice that makes a difference in student success. The study focuses on practices used in a master's in social work (MSW) graduate program with a specialty in child welfare.
TL;DR: In this paper , the authors used data from the Council on Social Work Education's Annual Survey to find a baseline snapshot of policy practice education in U.S. BSW and MSW programs.
Abstract: ABSTRACT Using data from the Council on Social Work Education’s Annual Survey, this study captures a baseline snapshot of policy practice education in U.S.-based bachelor of social work and master of social work programs. Results indicate that the nature of students’ preparation to incorporate policy change into practice depends on which program they attended. This first study of policy practice education across U.S. BSW and MSW programs examines policy-related coursework, instruction, field-based learning, and hands-on educational experiences. The study finds substantial program variation, including the type of faculty teaching policy courses and their direct policy practice experience, as well as in the inclusion of field-based and hands-on policy learning opportunities. Implications for strengthening policy education in the United States are discussed.
TL;DR: The Support and Aid to Families Electronically (SAFE) program as discussed by the authors was developed through a community-university partnership between the King's University College at Western University's School of Social Work and the Thames Valley District School Board.
Abstract: In response to the COVID-19 pandemic, schools from elementary to post-secondary suddenly shifted to remote learning, placing a heavy burden on parents and caregivers. Likewise, social work practicum placements pivoted to remote learning, compounding existing difficulties securing practicum opportunities. This article describes a response to these challenges. The Support and Aid to Families Electronically (SAFE) practicum pilot program was developed through a community-university partnership between the King’s University College at Western University’s School of Social Work and the Thames Valley District School Board. SAFE addresses parental stress and mental health through free and immediate online counselling, while providing stable remote practicum placements. SAFE provides a model for increasing practicum opportunities while simultaneously supporting the needs of underserviced communities. [ FROM AUTHOR] Copyright of Journal of Social Work Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
TL;DR: The Self-Efficacy in Client-Centredness questionnaire (SECCQ) as mentioned in this paper assesses social worker students' subjective belief in their ability to provide client-centered care in their daily interaction with children or families.
Abstract: This article assesses the reliability and validity of the Self-Efficacy in Client-Centredness questionnaire (SECCQ). SECCQ assesses social worker students’ subjective belief in their ability to provide client-centered care in their daily interaction with children or families. Self-efficacy is defined as an individual’s judgments concerning their capability to perform certain skills necessary to attain a desired outcome of behavior. Client-centeredness, on the other hand, relates to how social workers treat clients, not only from a clinical perspective, but also from an emotional, mental, and social perspective. Overall findings demonstrate that this questionnaire has satisfying psychometric properties and high reliability. Hence, the SECCQ may be a valuable tool for raising students’ awareness of their self-efficacy and the evaluation of student learning outcomes.
TL;DR: This article found that age was associated with intentionally sharing that identity; no other social identity was significantly related to disclosure practices, and qualitative analysis revealed the nuanced reasons that faculty elected to disclose or not disclose their identities.
Abstract: Social work education promotes a critical lens through which students engage with power systems. As educators, faculty often decide whether to share their own identities with students, yet we lack research on reasons faculty choose to share (or not share) their identities, and the ways in which privilege and marginalization affect that decision. Using a mixed-method approach, this study (N=84) addresses that gap. Quantitative analysis revealed that age was associated with intentionally sharing that identity; no other social identity was significantly related to disclosure practices. Qualitative analysis revealed the nuanced reasons that faculty elected to disclose or not disclose their identities. Discussion of these findings is situated in critical pedagogy, examining how faculty address power structures in the classroom.
TL;DR: In this paper , the effects of SBIRT education and training among social work students from three campus environments (traditional, online, and satellite) were explored and it was found that participation in online training was related to increased levels of confidence, sense of responsibility, and practice of screening, brief intervention, and referral to treatment (SBIRT).
Abstract: ABSTRACT Social workers are in an ideal position to address the need for increased access to screening, brief intervention, and referral to treatment (SBIRT) for substance use disorder. This pre–post study explores the effects of SBIRT education and training among social work students from three campus environments (traditional, online, and satellite). Results demonstrated that participation in online training was related to increased levels of confidence, sense of responsibility, and practice of SBIRT and a decrease in perceived barriers. On-campus students showed the greatest post-training gains in confidence to use SBIRT. Results suggest that SBIRT education and training is beneficial for students from various backgrounds and should be included in social work students’ core clinical practice curriculum.
TL;DR: This article conducted a phenomenological study on professors whose teaching or research combat systems of oppression and provided a composite structural definition of conscientization, and a composite textural-structural description of its catalysts.
Abstract: Conscientization is the process of learning to perceive sociocultural, economic, and political oppression to such extent one is moved to act against it. This transformative and liberatory pedagogy has momentous implications for social work education; as its outcome is an increased critical consciousness for both students and faculty. However, the process of conscientization and its foundational mechanisms are understudied. We therefore conducted a descriptive phenomenological study on professors whose teaching or research combat systems of oppression. We provide a composite structural definition of conscientization, and a composite textural–structural description of its catalysts. We discuss how our study builds on the current liberatory education empirical base, as well as the implications of our findings on education and practice.
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TL;DR: Religion and Spirituality in MSW Programs' Implicit and Explicit Curricula: A National Survey of Faculty as discussed by the authors , a survey conducted by the University of Southern California.
Abstract: This article refers to:Religion and Spirituality in MSW Programs’ Implicit and Explicit Curricula: A National Survey of Faculty
TL;DR: In this article , the authors employed collective autobiographical methods within a Critical Race Theory framework to explore Black social work students' experiences of anti-Black racism in the learning environment of a Predominantly White Institution.
Abstract: ABSTRACT Social work education is considered an important venue for advancing the field’s commitment to anti-racism. This research employed collective autobiographical methods within a Critical Race Theory framework to explore Black social work students’ experiences of anti-Black racism in the learning environment of a Predominantly White Institution. Data was analyzed through a collaborative, inductive approach. Analysis revealed four interrelated themes: 1) racial microaggressions directed at Black students; 2) the perceived complicity of school administration in maintaining a racist environment; 3) the harm that an anti-Black racist learning environment caused to Black students; and 4) a relational approach to challenging anti-Black racism in the learning environment. Findings underscore the need for increased attention to racism in the implicit social work curriculum.