Social Work Education Research Articles

Teaching Note—The Dynamic Duo: Use of Standardized Clients Across the Social Work Practice and Field Curricula

ABSTRACT This reflection from one department of social work showcases the use of simulation as an integrated tool of practice-based education and assessment for social work education within generalist and specialized practice classes. We show several ways we are using simulation as both a learning and assessment tool for social work practice skills. This includes in-class simulations using paid standardized patient as clients, the use of objective standard clinical examination as an assessment tool in the standardized patient suite within the university, the use of field instructors as feedback mechanisms for standardized patient experiences, and translating and linking student skills in the classroom to real-world field experiences. Challenges, lessons learned, and opportunities for future exploration are discussed.

Reflecting on Reflection in Clinical Social Work: Unsettling a Key Social Work Strategy

Abstract This study calls into question some of assumptions within social work education and practice regarding the transformational potential of reflection-on-practice. Participants (n = 34) in this simulation-based study each engaged in two clinically focused simulations, each followed by an interview which included observing segments of their video-recorded simulations. The objectives of this study are to make some sense of the misalignments between participants’ post-simulation reflections of their practice behaviours, and the practice behaviours observed by the research team, and later by participants themselves. Findings illustrate that: (i) how clients and the session are understood in the moment can be different than how they are understood post-client engagement; (ii) reflections of practice behaviours can be tied to how individuals want to be, which are not necessarily aligned with how they are in the moment; and (iii) reflections are intertwined with awareness of oneself. These results identify some of the limitations of individualised reflective activities, and demonstrate the powerful potential of collective reflection on recordings of simulations to challenge memory distortions, retrospective biases and to promote greater accountability to ourselves as social workers, and to those we work with.

LGBTQ+ People’s Perceptions of Interactions with Outgroup Members: Implications for Social Work Education and Practice

Abstract Engaging respectfully with individuals who identify as lesbian, gay, bisexual, transgender, queer, genderqueer, or gender-nonconforming (LGBTQ+) is an ethical imperative. To help social workers fulfill this obligation, this study explored the lived experiences of LGBTQ+ people regarding their interactions with people outside the LGBTQ+ community, and what LGBTQ+ people desire for future interactions. Narrative interviews were conducted with 11 LGBTQ+ social work graduate students and alumni to explore (a) their self-reported experiences engaging in one-on-one and small group interactions with outgroup members throughout their lives and (b) the meaning they gleaned from their life experiences across various domains (e.g., work, family, education) that might improve future interactions. Analysis produced six storylines that can be summarized as (1) unbalanced depictions of difference, (2) avoiding interactions, (3) managing positive treatment of an identity, (4) restricting certain perspectives, (5) focusing on differences, and (6) the importance of seeing humanity. The findings suggest several strategies for interacting with LGBTQ+ people in a more culturally sensitive way including discussing the LGBTQ+ community in a nuanced manner (as opposed to monolithically) and considering the level of attention paid to individuals’ sexual orientation and gender identity.

Innovative Approaches in Social Work Education: Exploring Strategies to Enhance Learning and Practice Preparation

This paper explores innovative approaches to teaching in social work education aimed at enhancing both learning outcomes and practice preparation. Drawing upon a review of current literature and best practices in pedagogy, this study examines various strategies that have been implemented to enrich the educational experience for social work students. The article begins by outlining the challenges faced in traditional social work education models and underscores the need for creative teaching methodologies to better equip students for the complexities of contemporary social work practice. It then delves into several innovative approaches, including experiential learning techniques, technology integration, interdisciplinary collaboration, and community engagement initiatives. Each approach is examined in terms of its potential benefits and challenges, as well as its applicability to different learning environments and student populations

Artificial Intelligence: Opportunities and Challenges for the Social Education and Profession

Artificial intelligence (AI) is rapidly advancing and holds both opportunities and risks for the social work profession. This review article provides an analysis of the potential applications and implications of AI technologies for social work practice, education, research, and ethics. The article highlights promising uses of AI tools like predictive risk models, virtual simulations, chatbots, and data analytics to enhance social work services and training. However, it also critically examines the ethical considerations and social justice concerns related to the integration of AI in social work, including issues of privacy, transparency, accountability, consent, bias, displacement of roles, and threats to human dignity. To responsibly leverage AI's benefits while mitigating its risks, the article offers recommendations for social workers to collaborate on AI design, follow ethical protocols, pursue education on AI, and conduct further research. Key areas for future research identified include studying client perspectives on AI, testing the efficacy of AI systems for social work tasks, auditing algorithms for bias, and analyzing AI's impact on social work employment. In conclusion, while acknowledging AI's significant potential, the article emphasizes that purposeful oversight, participatory design, and adherence to social work values must remain priorities to ensure AI promotes dignity, autonomy, and justice. This review provides a balanced, evidence-based analysis to inform discussions on optimizing AI's integration in the social work profession.

Professional identity and local realities: social work education in Ethiopia

ABSTRACT The three historical eras of social work education in Ethiopia are examined in this article, with particular attention devoted to how each era began, was contextualized, and was integrated with service delivery. Interviews with 28 social work graduates and faculty members were conducted as part of the qualitative research study. Additionally, unpublished documents from ministerial offices and universities were examined. The data are arranged and presented chronologically to offer the experiences in the three periods. The analysis found that various contextualizing strategies for social work education were used through curriculum development, fieldwork, community engagement, and obtaining research outputs. Making social work education more responsive to the national context has been challenging due to a lack of country-specific reading materials and policy frameworks that define professional social work and standards of practice. Further, the absence of social work for 30 years has erased the profession’s identity from public memory. The continued development of social work education and practice in Ethiopia will benefit from the creation of local educational resources and policy frameworks.

Exploring child welfare worker wellbeing, organizational social context, and staff recommendations for change: a mixed method case study

ABSTRACT Unpacking evidence-based practice in social work education: a scoping review Child welfare workers are the link between families and the system and are tasked with assessing and mitigating child maltreatment. While US-based research suggests that organizations are prime for child welfare workers to experience poor overall wellbeing, there is a dearth of research in Canada. This mixed method case study explored workers’ levels of burnout, secondary trauma, and compassion satisfaction, and the organizational social context. Qualitative recommendations to promote wellbeing include, Help us help families, Listen to me and appreciate me, Give us time to breathe, Give me my independence, We want to connect, and We are fighting the system.

Facilitating leadership exploration in MSW students through community-based participatory photovoice project

ABSTRACT While a wealth of conceptual literature attempts to describe the relationship between leadership and social work, there is a dearth of empirical research on teaching leadership skills to emerging social workers. This qualitative study focuses on the impact of using a community-based participatory project—photovoice—as a method to teach specialized community practice in graduate social work education. The study participants consist of masters of social work students at a Hispanic Serving Institution based in the southwestern region of the United States of America. The data sources of the study are reflection papers that students wrote after completing a photovoice project as part of the course requirement. We sought to understand what students learned from implementing and evaluating a photovoice project. Through inductive thematic analysis, findings show that students gained experiences with professional leadership and management skills. The team constructed two themes that capture the essence of what students learned: (i) navigating leadership qualities and (ii) deconstructing preconceptions of leadership.

How Do We Decolonise the Social Work Curriculum?

ABSTRACT In recent years, social work educators have raised the need to decolonise the curriculum. This article explores what is meant by decolonising the curriculum, and why just adding some new readings and/or widening the diversity of presenters can result in efforts which are no more than superficial and tokenistic. Rather, decolonising the curriculum requires an openness to learn and unlearn and to put new learning into action, and includes reconsidering the validity of knowledges recognised and taught by higher education providers. Moreover, it requires a vision of what can be achieved and commitment to realise that vision. It takes time to listen to the pain and anger of those who have been colonised, to understand what it is we need to address these emotions, and to not just rush straight into action. Drawing on the international literature on decolonising education as well as writings by Aboriginal and Torres Strait Islander social work educators, this article identified a range of critical processes that may contribute to a decolonised curriculum being realised. This not only includes processes directly associated with pedagogy and student learning, but also the role of institutional processes in supporting or hindering such efforts. IMPLICATIONS Decolonising the curriculum is consistent with a human rights approach to social work. Decolonising the curriculum requires a fundamental rethink about how social work education is provided and what knowledges are privileged. Non-Indigenous social workers can play a crucial role in decolonising the curriculum, providing their efforts are accountable to Indigenous Peoples.

Online Learning and Liminal Spaces: An Example of Innovation in Social Work Field Education

Abstract Amidst the challenges posed by the coronavirus disease 2019 pandemic, universities grappled with adapting to online service delivery, particularly affecting student placements in programmes requiring practicum experiences. Addressing this, four Australian Universities/Colleges collaboratively initiated the Supporting Placement through online Access and Community Engagement (S.P.A.C.E) Project, a twelve-month research endeavour. This study, based on qualitative data from S.P.A.C.E, reveals that the project’s success in delivering quality placement experiences hinged on three key factors: (1) the creation of a liminal (or third) space, (2) a genuine commitment to critical pedagogy and (3) the intentional use of online technology for an authentic learning experience. Significantly, the findings have implications for the field of social work by challenging assumptions about online learning, influencing social work theory through the exploration of a transformative ‘third space’, enhancing practice through critical pedagogy and suggesting policy directions that support flexible and viable online modalities in social work education. This research contributes to a growing body of evidence supporting online learning as a flexible and effective means for authentic and transformational learning experiences.

Canadian social workers’ attitudes toward immigrants with different legal statuses in Canada

Summary This study contributes to the ongoing efforts to address systemic inequality within social work by examining Canadian social workers’ attitudes toward immigrants who are permanent residents (PR), refugees, temporary residents (TR), or undocumented immigrants. Using a cross-sectional design with a convenience sample (n = 653), we explore how social workers’ attitudes toward immigrants vary in relation to (a) respondents’ demographics, (b) contact with immigrants, (c) perceptions of equal opportunities among immigrants, (d) perceptions of deservingness for immigrants with different legal statuses, and (e) the impact of the COVID-19 pandemic on these attitudes. Findings While Canadian social workers generally express positive attitudes toward immigrants, there is a slightly stronger endorsement for PR and refugees to access public services compared to nonstatus (NS) immigrants and TR. Social workers who identify as conservative or have limited contact with immigrants are more likely to perceive NS immigrants as potential criminal threats or burdens on the healthcare system. Significantly, a majority of respondents feel that their social work training inadequately prepares them to work effectively with immigrants. Applications Canadian social workers advocate for principles of diversity, inclusion, and commitment to social justice. However, perceptions regarding which immigrants deserve access to social services vary based on legal status, suggesting a limitation in social workers’ professional mandate. The study discusses implications for social work education and training, emphasizing the need to address and unsettle systemic racism within the profession.

Well-being of the students – What matters?

Anxiety disorders are highly prevalent globally and it is much more prevalent among adolescents because of their exposure to a variety of stressors. Research shows that emotional and biopsychosocial well-being changes over the course of their schooling, with a general increase in anxiety, highlighting the need to further investigate the risk factors that contribute to worry and anxiety symptoms among college student populations. In Mauritius, there has been a rise in the number of adolescents who are recipients of psychiatric treatments at the local government hospitals as well as an increase in the number of cases reported to the school authorities. The present study aimed to identify the causal factors of anxiety among adolescents, and its effects in the educational context. Further, the role of educational social workers in overcoming anxiety was explored and the aim was achieved using the exploratory approach. A focus group discussion using a semi-structured questionnaire was conducted with ten (10) people including educational social workers and educational psychologists recruited through convenience sampling. A thematic analysis of the data shows academic anxiety as an emerging factor, followed by bullying and lastly, family issues. The findings revealed impacts at the school level such as students’ inability to concentrate in class, non-participative and also showing emotional distress. While educational social workers provide counselling to students and parents, a need for teacher empowerment and peer counselling are proposed as future avenues.

Spatial issues in social work education in Chile: curriculum analysis of universities and professional institutes

ABSTRACT In response to the growing use of spatial concepts in social work, this article addresses their incorporation in the curriculum of undergraduate programmes and the differences among diverse types of higher education institutions. The aims were 1) to identify how spatial issues are incorporated in social work curriculums in Chile and 2) to compare how this incorporation is made in social work programmes in different higher education institutions. The method was a quantitative and descriptive analysis of the curricula of the totality of the programmes in the country (N = 45). We defined 11 concepts to search: community, spatial concepts (territory, environment, place, space), spatial phenomena (city, rural, housing), and social concepts associated with spatial issues (networks, poverty, citizenship). The results show that community is the most relevant concept. Nevertheless, when viewed collectively, spatial concepts hold similar significance. However, there are noticeable differences in how different higher education institutions use spatial concepts. Professional institutes often overlook spatial concerns compared to universities. We recommend regulating social work education to incorporate a minimum curriculum that addresses these issues. Further research is needed to evaluate course content, references, and scientific publications in Chilean social work.

Human Service Organizations as an Arena for Social Intrapreneurship: A Cross‐Country Analysis

ABSTRACT A comprehensive comparative study using qualitative methodology was conducted in Israel and the U.S. to examine the goals that social workers seek to achieve through social intrapreneurship, measures of success for social intrapreneurship and motivations to act as social intrapreneurs. Categorical content analysis was used to identify recurring themes according to predetermined study questions. The research findings provide insights into the role of social organizations and social work education systems in designing policies that promote the involvement of social workers in social intrapreneurship to address complex and ongoing social problems.

Social work education in South Korea in the era of the Fourth Industrial Revolution

ABSTRACT Social work education in South Korea has significantly advanced since 1947. However, the Fourth Industrial Revolution and COVID-19 have significantly altered contemporary Korean social work education. Therefore, the current study aims to provide an overview of the state of social work education in South Korea. Based on Posner’s curriculum analysis theory, this study analyzed 1) the history and characteristics, 2) education curriculum, 3) institutional system, and 4) criticism of social work education in South Korea. Consequently, the present study found limited response to the Fourth Industrial Revolution and COVID-19 including the development of emerging subjects (e.g. Social Welfare and Big Data), from universities. This study also confirmed that the non-face-to-face practicum arrangements due to COVID-19 are temporary and ineffective. Additionally, we noted a lack of development in high-quality non-face-to-face or virtual reality-based field practicums from a long-term perspective. Furthermore, the present study highlights the need to integrate social work education (e.g. theory with practice and practice with policy), improve curriculum and quality control (e.g. prevent the indiscreet expansion of educational institutions and the mass production of social work licensing), and respond promptly and effectively to emerging social needs (e.g. diversity).

Challenges of social work field practicum and professionalization in Bangladesh

ABSTRACT Social work education and practices began in Bangladesh more than half a century ago. Yet, it has not attained the professional status demanded by the country. This paper aims to examine the challenges of field practicum and the professionalization of social work in Bangladesh. Applying a qualitative approach, the study found that the field education of social work in Bangladesh has been devalued due to a shortage of professional agencies and qualified field supervisors, disagreement between students and agency supervisors, lack of state recognition, and prevailing societal perceptions. Furthermore, the study highlights a critical gap in practical skills development due to supervisors lacking social work training, hindering their ability to bridge the theory-practice gap for students. Consequently, graduates often lack the necessary competency to effectively address complex social issues. The study outcomes strongly advocate for the continuous support of social work educators and trained fieldwork supervisors. Furthermore, the establishment of an accreditation council for social work education and professional recognition of social work can also help overcome the challenges of field education in social work in Bangladesh.

‘Rocking the boat’ at the boundaries of social work practice

The response to the immigration crisis of 2015 raised issues about how social work as a profession in the UK was responding to what was unfolding in Calais, France. This article draws on evidence from a qualitative study conducted between 2018 and 2020 that analysed the narratives of 13 front-line local authority social workers’ experiences of volunteering with a charity. It was found that social workers were motivated to volunteer with the charity due to its commitment to social work’s core values of social justice and human rights through a radical social work approach and activism on issues affecting asylum seekers and refugees. This article highlights the opportunities for an alternative social work practice and recommends ways of embedding this in social work practice and education.

Immersive virtual environments as a tool to improve confidence and role expectancy in prospective social work students: a proof-of-concept study

ABSTRACT This paper explores the use of immersive technology in social work education, specifically through a virtual simulation called ‘Branch-VR’ designed for young people taking part in a Widening Participation Programme for entry into social work training. The study involved 24 participants aged 17–18, who interacted with a branching narrative simulation of a social work home visit, making decisions that influenced the outcome. Utilising a mixed-methods quasi-experimental design, the paper examines participants’ attitudes toward using immersive technology as a training tool, its impact on their role expectations when engaging with service users in a home environment, and its influence on their confidence in pursuing a career in social work. The findings suggest that immersive simulations like Branch-VR can bridge the gap between theoretical knowledge and practical application. This approach also boosts learners’ confidence (W = 196.000, Z = 2.808, p = .005), providing a safe environment for experiential learning and decision-making. The paper underscores the importance of integrating immersive technology with traditional training methods, emphasizing its role as an augmentation to foundational social work education.

Digital competence in social work education: readiness for practice

ABSTRACT In line with the digital turn in service provision, social work students should acquire relevant knowledge and skills, preparing them for work within digitalized welfare services. In Norway, these expectations are articulated in a national learning outcome (LOC) that addresses digital competence and the ability to assist in developing and using technology. Previous research has revealed digital knowledge gaps between education and practice . Here, we explore how social work educators perceive of and engage with digital competence as expressed in the LOC. Through focus group interviews with social work educators in Norway, we discovered that the knowledge gap is linked to five key findings: (a) uncertainty about the content of the LOC, (b) unfamiliar technical language, (c) the rapid development of digitalization, (d) the distribution of responsibility and (e) critical reflection. Critical reflection is expressed as a solution to the challenges. We argue that there must be knowledge about the subject matter (digital competency) that provides a foundation for such critical reflection (digital literacy). More conceptual clarity is needed regarding the LOC and what digitalization means in an educational context, in order for both digital competency and digital literacy to take their natural place in education.

Social Justice, Anti-Racism, and Disproportionality in Social Work: A Capabilities Approach

ABSTRACT Despite social justice as an ethical imperative, racism is an ongoing problem in social work. Using critical race theory, this paper outlines the capabilities approach (CA) as one conceptual orientation toward social justice, promoting it as a useful anti-racist tool in social work. Employing CA to analyze the disproportionality in social services for racialized individuals in child welfare and health services in the United States and Canada, the article underscores the value of CA to investigate what should constitute social justice in social work. Indigenous Peoples/Native Americans and those of African descent will be the focus of attention. The article delineates how social work might utilize the commitments of CA for themselves as individuals, as well as in social work theory, education, practice, and policy.