Bachelor Of Social Work Students Research Articles

Virtual, interactive clinics as a pedagogy of choice: preparing social work students for the realities of contemporary practice

ABSTRACT In recent decades, a growing number of professions have integrated online simulation approaches into their higher education programs with a view to optimizing graduates’ practice readiness. The existing research attests to the value of online simulations as a vehicle for building students’ competence and confidence in practice, without the risk of harm to end service users. However, social work as a profession has been relatively tardy in adopting these pedagogies. Although COVID has created an impetus for the accelerated use of online pedagogies globally, the value of online simulations as an alternative to face-to-face teaching approaches remains contested and social work-specific literature on these approaches is still emerging. With a view to contributing to this fledgling area of scholarship, this paper reports on the development of a virtual, interactive clinic as the main platform for preparing Bachelor of Social Work students for practice in the context of placement. After providing an overview of how the Clinic was developed and implemented, the paper articulates the Clinic’s purpose, scope and functionality as a learning and assessment platform. The paper concludes with a precis of the key lessons learnt with a view to informing future work in the integration of online simulation-based learning in social work education.

Decolonizing Social Work Education and Practice with Students and Community Stakeholders: A Case Example from University of Calgary

ABSTRACTSocial work education in Canada has struggled to identify and disrupt systems of oppression and marginalization, rooted in a history of colonialism and slavery, that continues to reverberate through neocolonial policies, pedagogy, and practice. Universities and social work programs remain white spaces that uphold white supremacy, while actively excluding nonwhite members and their ways of knowing and being in the world. It wasn’t until the deepened retrenchment of anti-Black racism during the pandemic, punctuated by the killing of George Floyd, that a group of educators seized an opening to teach an anti-racist and anti-colonial praxis course for the Bachelor of Social Work students in spring of 2021, the first one of its kind in our faculty. Students were encouraged to engage with Indigenous and racialized community youth to imagine and integrate anti-racist and reconciliatory actions as part of their assignments. This paper shares our experiences co-designing and co-teaching this course together with community partners. We emphasize lessons from the applied pedagogical approaches as well as its implications for social work education and social work practice.

Closing the gap in substance use disorder treatment through paraprofessional counselor training

ABSTRACT There is currently an insufficient supply of licensed substance use disorder counselors (SUDCs) to meet demand for services and the gap between supply and demand is projected to grow. Paraprofessional SUDCs offer one path to helping close this gap. The current study presents outcomes from a paraprofessional SUDC certificate program for Bachelor of Social Work (BSW) students. Student data (N = 66) were used to examine pre- to post-program changes in generalized SUDC knowledge and pre- to posttest changes in knowledge and self-efficacy from evidence-based workshops. Paired sample t-tests indicated that program participation significantly increased generalized SUDC knowledge. Participation in workshops significantly increased knowledge of motivational interviewing, integrative medicine, harm reduction, and grief and loss and self-efficacy for integrative medicine and harm reduction. BSW students gained generalized and treatment-specific knowledge via participation in a SUDC certificate program. The deployment of paraprofessionals SUDCs may provide one strategy to reduce treatment gaps.

Utilizing experiential learning to deliver substance misuse prevention education and impact local communities

ABSTRACT This two-year study examined whether an experiential learning course (N = 3) can effectively train Bachelor of Social Work students (N = 61) to provide substance misuse prevention services and make a quantifiable impact on their campus and surrounding community. The results showed that the course effectively trained students to engage in prevention activities with a 97% cumulative class average and an 80% pass rate for engaged students on an internationally accredited prevention exam. The course also produced several significant outputs such as collecting 7.6 tons of garbage from the local community, distributing public health materials to over 7,000 students, and saving a community member’s life through the administration of Naloxone for an overdose. Overall, implications from the study suggest that social work academic programs can utilize experiential learning to effectively train students to engage in substance misuse prevention while also producing significant and measurable outcomes for local communities.

The Working Mechanisms Underpinning Mental Health Experts by Experience Involvement in Direct Teaching: An Abductive Conceptual Framework

Abstract Expert by experience (EBE) involvement in direct teaching is a widespread pedagogical practice in social work education. Whilst the educational outcomes of EBE involvement are established, less is known about the working mechanisms through which these outcomes are obtained. By utilising an abductive approach, this research presents a conceptual framework of the working mechanisms underpinning EBE involvement in the mental health context. Thirty-nine semi-structured interviews were conducted with ten Mental Health Experts By Experience (MHEBE), ten social work educators, ten Bachelor of Social Work students and nine Master of Social Work students. Findings from thematic analysis are combined with previously published knowledge from the EBE involvement literature to construct the conceptual framework. The framework comprised three working mechanisms: (i) sharing experiential knowledge; (ii) meeting and interacting with the MHEBE; and (iii) challenging traditional roles and power/knowledge hierarchies. The relationship between mechanisms and learning outcomes, as well as the interrelationship between the mechanisms themselves are explored and discussed. The conceptual framework advances theoretical understandings of EBE involvement and can contribute to the design and implementation of educationally effective involvement.

Research Note—Interpersonal Classroom Model: Groupwork at Social Work Field Internships

ABSTRACT This research note explores Bachelor of Social Work students’ perceptions about how well their group practice courses prepared them for group opportunities at field internships. We conducted a posttest-only design pilot study to compare field groupwork experiences of students who attended group practice courses taught with and without the interpersonal classroom model, a teaching approach designed for social work group practice courses. In this research note, we share study results, including data about the types and amount of groupwork experiences students received at their field internships and responses to questions regarding how well their group practice courses prepared them for field groupwork experiences. The research note concludes with a few limitations and future directions.

How Graduating BSW Students Manage Uncertainty in an Objective Structured Clinical Examination

ABSTRACT Professional uncertainty is a feature of generalist social work practice, particularly for students completing their social work education or those new to the profession. This study saw graduating Bachelor of Social Work students (N = 34) engage in a 15-minute interview with a Standardized Client (SC) in an Objective Structured Clinical Examination on a case vignette with the mother of a transgender person. Following the interview, participants responded to structured reflection questions. Responses revealed that almost half (n = 16) the sample disclosed feelings of uncertainty and lack of knowledge regarding the clinical issue. Thematic analysis of the responses revealed the following themes: 1. Manifestations of Uncertainty; 2. Strategies to Manage Uncertainty; and 3. Navigating Uncertainty in Future Practice. This paper offers suggestions for social work educators to address students’ feelings of uncertainty and lack of knowledge in generalist social work practice.

Facilitating interprofessional affective learning in health professional students through digital client documentation: a comparison of simulation modes

ABSTRACT Digital Interprofessional Learning Client Documentation (D-IPL Client Docs) is an initiative designed to develop student interprofessional communication skills through electronic record writing and a virtual simulation (VS) or live virtual simulation (LVS) case conference. The aims of the study were to (a) identify whether D-IPL Client Docs supports student learning in the affective domain and (b) compare the learning outcomes for students participating in the VS versus the LVS case conference. Data were drawn from 83 Bachelor of Social Work students who had participated with other health professional students in the D-IPL Client Docs activities. The reflective journals submitted by this cohort of social work students were analyzed qualitatively and quantitatively using the Griffith University Affective Learning Scale. Qualitative analyses revealed that the activities enabled students in both groups to learn about themselves, their roles, and the roles of others, and the benefits of interprofessional collaboration in optimizing client outcomes. Quantitatively, the VS mode appeared to be more effective in supporting students to develop higher order affective learning; however, the effect size was small. Future studies should involve a larger sample size and include students from various professions to ascertain the transferability of findings.

Towards Understanding the Client and Observer in the Peer-to-Peer Role-Play

ABSTRACT The longstanding use of the peer-to-peer role-play offers social work students an introduction to developing their skills of intervention in a simulated client encounter. This experiential exercise permits students to practice the generalist skills involved in engaging, assessing, intervening, and terminating with clients in distress. Although the student social worker is the central player of this exercise, the client and observer have integral roles. To explore Bachelor of Social Work students’ (N = 18) perceptions of the client and observer roles, focus groups were conducted. Thematic analysis revealed the following themes for the client role: 1) Helping the student social worker; 2) Increased empathy for the character; 3) Increased vulnerability; 4) The need for feedback; and 5) Coping with triggers. The themes for the observer role include: 1) Learning through observing; and 2) Placement of observers. Implications for social work educators who use the peer-to-peer role-play are offered.

Impact of adding mindfulness practices to a bachelor of social work direct practice course

This study sought to determine whether mindfulness increased or decreased for Year 4 Bachelor of Social Work (BSW) students. Twenty-four participants received a brief mindfulness practice each week at the start of class and completed the Five Facet Mindfulness Questionnaire in the first and last class. Results showed a decrease from pre-test to post-test on the non-reactivity to inner experience facet of the scale. In addition, in a post-test, those participants who came to the BSW programme from secondary school had an overall higher score than those participants who came to the programme from community college. Moreover, participants who had no prior practice in mindfulness and those who did not practice mindfulness during their practicum saw an increase in scores. These findings are discussed and recommendations for future research are offered.
 
 Keywords: Mindfulness, BSW students, practices, social work, course.

Challenges of Social Work Students from Historically Disadvantaged Universities during Placements in Semi-Rural Areas in South Africa

This study highlights the challenges faced by social work students during their fourth-year field placements. The research was conducted among social work students at two historically disadvantaged universities in South Africa. The aim of the study was to understand the field experiences of final-year Bachelor of Social Work students from historically disadvantaged universities. It was anticipated that these students were placed at rural or semi-rural communities that were close to the university. Students in the fourth and final year of their undergraduate study are expected to receive training that would generate advanced field practice experience in specialised settings to prepare them for the reality of social work practice in the workplace. A qualitative study was undertaken among current and past social work students. The findings highlighted issues pertaining to limited placements, poorly managed student placements, access to communities, and supervision challenges. However, the key findings indicate that once placed, the students felt abandoned by their training institutions and left to rely solely on their field supervisors for academic, administrative and developmental guidance. The study recommends that universities be more adept at fulfilling the needs of students and providing comprehensive support. The study also recommends that a suitably administered system of communication between the university, student and placement agency be implemented as part of the comprehensive support to students.

Modernizing Training in Psychotherapy Competencies With Adaptive Learning Systems: Proof of Concept.

This proof-of-concept study assessed the feasibility, acceptability, and effectiveness of an intelligent tutoring system (ITS) as a classroom adjunct to improve training bachelor of social work (BSW) students in client engagement strategies. We codeveloped the ITS with 11 undergraduate students and pilot tested it with six BSW students enrolled in a class on telephone-based cognitive behavioral therapy (tCBT). Student competencies in tCBT were assessed by expert review of role-plays. We also examined time spent using ITS and relation with competency. The majority of students (81.8%) in Wave 1 and all of the students who submitted role-plays in Wave 2 passed the clinical skills role-play. Students advancing through the ITS more quickly had better tCBT competency ratings than those progressing more slowly. One of the most challenging aspects of training is how to competently deliver evidence-based practices. ITS has the potential to streamline and scale such training.

Teaching Note—Strategies for Enhancing Writing Among First-Generation Social Work Students: Reflections on the Use of Peer Writing Mentors

ABSTRACT Social workers engage in various types of writing in the educational setting and in diverse practice settings at the micro, mezzo, and macro levels. What they write and how they write has a major impact on people’s lives. This teaching note highlights the importance of individualized writing support through a project that used peer writing mentors. Written from the perspectives of the instructor and two peer-writing mentors, we share our process and the ways we incorporated peer writing assistance and support to primarily first-generation bachelor of social work students over the course of 2 years. We address ethical tensions and the lessons learned along the way. In the evaluation of our work, we found that peer writing mentors have an important role in helping social work students, particularly from underrepresented groups, to develop academic literacies and promote a sense of community, solidarity, and support through relationship building. We conclude with pedagogical implications for teaching in social work.

The Effects of Intergenerational Program on Solidarity and Perception to Other Generations in Korea

The purpose of this study is to investigate the effects of the intergenerational cooperation program, which is the Senior Policy Monitoring Group Project, on intergenerational solidarity and perception changes toward other generations in Korea. A one-group pre/post-test design was adopted, and a purposive sampling method was used to recruit participants. Collaboration took place with Seoul Association of Senior Welfare Centers and one university to recruit older and younger participants. A total of 34 older people aged more than 60 years and 19 BSW (Bachelor of Social Work) students aged 20 to 25 completed the study project. Every item on the questionnaire of intergenerational solidarity was compared before and after this project. Based on the pre/post-test results, several items on intergenerational solidarity appeared to have statistically significant differences. Based on the measurement of perception changes toward other generations using a scale, only the positive perception of younger generations toward older people increased, while that of older generations did not. Future research need to design bilateral programs in which various generations are together in equal position with common social issues.

BSW Student Perspectives on the Utility of Brief, Classroom-Based Mindfulness Practices

ABSTRACTThis exploratory study set out to examine the impact of weekly mindfulness practices on Year 4 Bachelor of Social Work students’ ability to develop attentional processes, therapeutic presence, and empathy in classroom-based role-play scenarios and practicum placements. Participants (n = 24) received a brief, 10– 15 minute mindfulness practice each week at the start of class. Individual interviews were conducted (n = 9) following completion of the course and thematic analysis was used to surface salient themes. Findings were grouped into the following themes: (1) benefits of mindfulness; (2) challenges of mindfulness; (3) mindfulness practices; (4) readings; (5) instructor factors; (6) future mindfulness practice; and (7) knowledge transfer. Our findings suggest undergraduate social work students can elucidate the benefits of mindfulness practice but struggle transferring these benefits to clinical practice.

BSW students and interviewing: physiological, psychological, and pedagogical perspectives from Canada

ABSTRACTThe acquisition of interviewing skills is a hallmark of social work education; however, few studies have examined the experience of learning these skills from the students’ perspective. This qualitative study undertaken in Ontario, Canada, examined Bachelor of Social Work (BSW) students’ perceptions of interviewing. Individual interviews were conducted with second-year BSW students (n = 17) following their completion of an interviewing course. The following six themes emerged as to how students perceived learning interviewing skills: 1) emotional responses; 2) physiological responses; 3) psychological responses; 4) coping strategies; 5) the need for constructive criticism; and 6) the role of the course instructor. The study suggests that instructors normalize the presence of negative emotions and provide more structure and instructions for giving and receiving feedback when using role-plays.

A Comparative Study of the Attitudes of Graduating Bachelor of Social Work Students in Barbados and Canada Towards Child Physical Punishment

Child physical punishment (CPP) is a common form of everyday child discipline despite mounting evidence linking it to adverse childhood outcomes. Social workers throughout the world are mandated to work closely with families and children. Their attitudes towards CPP will affect how they interact with families who use CPP as a form of child discipline. In addition, social workers have an ethical duty to uphold the rights of children to be free from all forms of violence, including CPP, a promise found in the United Nations Convention on the Rights of the Child. We assessed and compared the attitudes of graduating social work students towards CPP in Barbados and Canada. The findings underscore the need for the infusion of human rights education into the curriculum of all social work programs. In particular, the Convention of the Rights of the Child is a valuable instrument to enhance knowledge about human rights protections and offers an effective tool for advocating for families and children.

What factors influence comfort with same-sex sexuality among undergraduate social work students? Evidence from Taiwan

This study examined bachelor of social work students’ attitudes and multiple variables to explore what factors affect students’ attitudes towards gay people in Taiwan. Generally, students felt comfortable with gay people. Heterosexual and male students showed a consistent tendency to feel less comfortable with gay people. Close referents who were same-sex-oriented or accepted gay people had positive influences on students’ comfort with gay people. Importantly, performing well in college-level education on gay and lesbian issues significantly affected students’ attitudes. The new findings have implications for social work educators in terms of designing educational environments and course activities.

The Students Helping Students Program: Improving Academic and Social-Emotional Skills in Bachelor of Social Work Students*

Baccalaureate social work educators continue to confront the task of educating numerous underprepared students seeking BSW degrees. To meet the increasing need for qualified social work professionals, it is important to find evidence-based methods to help academically struggling social work students. Students Helping Students is a pilot program designed to increase academic and social-emotional skills of undergraduate social work students. MSW student interns delivered 12-week curricula to social work majors to improve study skills, writing skills, and reading fluency and decrease perceived stress. Pre- and posttest results were analyzed using single subject design and dependent samples t-tests. Study participants significantly improved on three of the four measures: study skills (t=−2.23, p=.046), writing skills (t=−3.15, p=.007), and stress (t=5.17, p=.001). Study participants improved, but not significantly, on reading fluency (t=−.95, p=.361).

Does multicultural education affect bachelor of social work students' attitudes? The Taiwanese case of female Southeast Asian marriage immigration

In the past two decades, intra‐Asia cross‐border marriage immigration has become a significant phenomenon. This study collected questionnaire data from Bachelor of Social Work students (n = 1,232) in Taiwan to explore the influences of multicultural education, intergroup contact experience, and demographic characteristics on students' attitudes toward female Southeast Asian marriage migrants. Regression analysis revealed that students' attitudes are improved by direct contact with female Southeast Asian marriage migrants but are not correlated with students' demographic characteristics. Although pre‐college multicultural education improves students' attitudes, college‐level multicultural education adversely affects the attitudes of students who perform poorly in multicultural courses. These findings have valuable implications for social work educators.