Social Work Education Research Articles

Resilient social workers’ perspective on their professional work during the COVID-19 pandemic. An interpretative phenomenological analysis

ABSTRACT This study aimed to an in-depth understanding and meaning making of the resilience processes of resilient social workers providing services during the COVID-19 pandemic, over a period of two years from the outbreak. A sample of 23 resilient social workers covering a range of different social services organisations in Romania participated in three focus groups. The method of interpretative phenomenological analysis has led to a matrix of four themes: resilience process, resilience factors, the meaning of the pandemic, the focus group experience. Findings showed that resilience processes evolved over three phases interpreted through the lenses of Bridges transitions model: firstly (March 2020–May 2020) ‘shock and chaos', secondly (June 2020–February 2021) ‘identifying order in chaos'; thirdly, (March 2021–March 2022) ‘integration and growth’. Findings indicate that individual resilience factors and team factors prevailed over organisational factors, even though supportive leadership and organisational support acted as resilience enhancers. Within a socio-ecological approach, a focus on individual resilience factors and relationships must not distract from the contribution that structural and social policy changes may have on resilience processes. Lessons learned - can contribute to the development of a resilience-informed approach to social work education and practice at both national and European level.

Social work + just design = practice 2.0

ABSTRACT Social work as a profession is an opportune leader for a global vision that encompasses collective futures for all. This vision is one of a 2nd-century social work profession advancing practice 2.0 to align with the United Nations 2030 Agenda for Sustainable Development. Social work practice 2.0 begins in the classroom, centering human rights alongside the discipline of design, and extends into practice settings. Design, for the purposes of this article, refers generally to human-centered design, design thinking, and service design. The vision of social work 2nd century links the purpose and principles of social work with those of design. Social work and design both incorporate systems thinking while emphasizing place-based interventions that contextualize service delivery. Practice 2.0 links all levels in social work’s ubiquitous multi-level micro-mezzo-macro- intervention framework and does so through design justice. Design justice is design through an equity lens, which advances innovation to improve the service user, or client, experience. A human rights approach is critical for operationalizing the vision of social work 2nd century—and it begins with teaching human rights in social work education.

Questioning Case Studies: Subverting Social Work Education and Practice Through a Lens of Queer Irreverence

ABSTRACT Queer theory pushes us to resist normativity, question power structures, and strive for liberation. Queer-affirming practice encourages trauma-informed, consensual, accountable, and reciprocal care. Theoretically, the values of queer theory, queer-affirming practice, and social work are adjacent, if not intrinsically interconnected. However, social work education often relies on practices rooted in oppressive frameworks wedded to traditionally western and colonist socio-behavioral science standards that go unchallenged. For example, encouraging the appropriation of clients’ lived experiences for students’ learning and instructors’ teaching needs reinforces this complex, as this practice can be exploitative and reductive. Similarly, training social workers to engage clinical exercises without the transparent consent of their clients dehumanizes clients and reinforces imbalances of power. Inspired by Alex Iantaffi’s approach of irreverence in Gender Trauma and queer theory’s analysis of power, the practice of case studies (i.e. formulations, analyses, etc.) is questioned and subverted. Through an example of how the gatekeeping process of gender-affirming surgery letters can be practiced with “queer irreverence,” this piece offers tools for applying such irreverence in clinical practice, informing liberatory paths forward.

Seeking to fulfil the human rights promise: practitioner perspectives and an assessment tool for realizing human rights based social work education and practice

ABSTRACT International social work organizations emphasize human rights (HR) as a main social work principle. However, a focus on HR is often lacking in social work education. This often results in an inspirational, rather than deep and meaningful application of HR commitments in social work practice, with kindness and respect being conflated with a realization of HR. Nevertheless, without a critical HR awareness, social workers may inadvertently neglect or hinder service users’ rights. This article presents the findings of an exploratory study which examined, through in-depth interviews with six practitioners working in HR sensitive contexts in Spain, how the experience (or lack thereof) of HR education influences practitioners’ engagement with HR. Findings indicate that, for social workers to overcome inspirational approaches and achieve an HR based social work practice, training and support mechanisms need to be developed at different contexts: 1. In social work education, importantly including social work placements and a practice orientation of teaching 2. At social work services’ organizations and 3. At the broader social work professional organizations and political-institutional contexts. Drawing on the findings, the researchers developed a Human Rights Practice Assessment Tool to support lecturers, students and practitioners in applying HR principles meaningfully in social work.

How U.S. social work students are prepared to work with culturally diverse individuals: A scoping review of constructs and interventions

ABSTRACT Globalization exerts its influence on every nation and impacts all members of society, whether through direct or indirect means. Now more than ever, U.S. social workers must implement cultural competence, cultural humility, cultural awareness, and other similar constructs while working with culturally diverse individuals, families, and communities to ensure effective and culturally responsive practice. The Council on Social Work Education directs social work programs to teach students these invaluable constructs. However, it remains unclear which construct is most effective and how it is regularly measured, how these constructs are taught, and once they are taught, if knowledge is gained and applied directly in the field. This scoping review analyzed literature from 2012–2022 to determine how U.S.-based social work students are equipped to work with culturally diverse individuals. Findings indicate that diverse constructs exist but often lack a clear definition and similar constructs are measured inconsistently, with many studies utilizing unvalidated measures. The literature also points to a myriad of interventions aimed at helping social work students glean the necessary knowledge and skills to work within cultural diversity, including mostly U.S.-based learning opportunities, international opportunities, and a combination of the two.

Navigating the Dilemma: Use of ChatGPT in Social Work Education

ABSTRACT Artificial intelligence has evolved since its inception in the 1950s, resulting in the creation of large language models that are trained on extensive data sets to understand and generate content, such as OpenAI’s ChatGPT, which launched in November 2022. Modern technology that is easy to access and free to use, like ChatGPT, is changing the educational landscape as it is an example of a large language model – an artificial intelligence network – that can process and generate text that reads as though it were written by a person. Using a survey and semi-structured interviews, this exploratory mixed-method study examined social work educators’ experiences of addressing students’ use of ChatGPT and found that although they are uncomfortable with addressing ChatGPT use with their students, they believe it is necessary to communicate its ethical use to them. Results also suggested that while using ChatGPT as a learning tool is valid, it can be overused. ChatGPT use gives students a false sense of having mastered academic material, and institutional guidelines are needed to address concerns regarding academic integrity and plagiarism. Moreover, instructors should address students’ use of ChatGPT with their institutions and take intentional steps to ethically and creatively integrate artificial intelligence models into the social work curriculum.

Learning from Experts by Experience as Part of Social Work Education: Undergraduate Students’ Perspectives

ABSTRACT In the last decade, various experiences have been organized aimed at helping future social work education professionals reflect on the power relationships that define institutions and social policies. These experiences, based on the participation of users of social services (now known as experts by experience (EBE) and as part of service user involvement (SUI), aim to create opportunities for shared learning based on mutual knowledge and understanding of the worlds of others. The research described in this article focuses on the impact that SUI experiences had on future social educators who participated in three (so far) 14-week courses in which fifteen students and a group of EBEs learnt together. Undergraduate students were asked to evaluate the course methodology, the skills they acquired and what they learnt, via two focus groups and 45 individual narrative reports. The results showed that students appreciated learning together in a safe environment, collaborating on activities. They felt that participation helped them improve their socio-personal skills and advance their professional development. They valued the importance of learning together as an instrument of social transformation. Our research suggests that SUI or EBE involvement experiences, based on learning together in initial training as an instrument for transforming socio-educational professional practices, are valuable.

Social work programs in Malaysian public universities: an analysis of barriers to producing competent social workers

ABSTRACT The University of Science Malaysia (USM) has developed a social work program for in the Social Welfare Department officers since 1975 to produce practically competent social workers. Courses offered at public universities should include relevant knowledge, skills, and field experiences to ensure that students can effectively communicate and resolve clients’ issues. The Council on Social Work Education (CSWE) listed 10 standards of social work education, namely the profession, ethics, diversity, social justice, populations at risk, human behaviors, social welfare, practices with individuals, groups and communities, research and skill development. The study aims to evaluate effective social work programs by analyzing the obstacles encountered by public university students in Malaysia to fulfill CSWE standards. A total of 279 final-year students from six public universities pursuing a Bachelor’s degree in social work participated, with questionnaires analyzed using the Statistical Package for the Social Sciences (SPSS) 23.0. Results indicated effective social work education, with students encountering moderate barriers. Students demonstrated competence aligned with the Social Work Act, which was crucial for addressing psycho-social and socio-economic issues in Malaysian communities. This study also highlighted the importance of producing skilled social workers to enhance societal well-being, assisting individuals, families, and communities in resolving various challenges.

Transformative social work education through a joint MSW programme: from participatory action research to policy and practice innovation in China

ABSTRACT In China, social work was reestablished in 1988. Despite the number of social work programmes increased very fast throughout the 1990s, there was a huge need for social work-trained educators. The Hong Kong Polytechnic University and Peking University launched the MSW (China) Programme in 2000 to create a critical mass of social work educators who would assume future leadership in social work development in mainland China. Participatory action research was employed as a methodology to explore how social work education could transform students into catalysts for social work education and social development. Purposive sampling was adopted, and seven cohorts totaling 238 graduates who graduated from the programme were the participants in this research. Data collection and analysis were carried out throughout the action research process. We found the triple capacity building model to be a good pedagogy to foster transformation among participants, and to steer the knowledge co-creation, practice innovation, policy reform, and social change through social work education. In this paper, we will provide an overview of the background, vision, and mission, as well as the teaching pedagogy of the programme and a case study to demonstrate how social work education has an impact on policy and practice innovation in China.

Are we advancing the quality of social work research?: An assessment of quantitative research published in social work journals

Summary Social work has grappled with quality of its knowledge base for over a hundred years. In the tradition of critical self-examination, this study was conducted to describe the methods employed in quantitative studies published in social work journals and to assess the extent to which they conform to widely accepted standards of quality. A random sample of 120 articles published in the top thirteen social work journals from 2010 to 2015 were reviewed to identify indicators of quality and rigor. Additional data on citations per year were collected through July 2022. Findings Most studies were cross-sectional and descriptive in nature (62%). While the majority of articles addressed the limitations of the study, only 40% contained reference to theory and 15% described how missing data were handled. Citations per year averaged 4.82, and citations per year exhibited a small, statistically significant positive association with quality indicators and reviewer global evaluations, but not with journal impact factor. Results did underscore the role of doctoral programs in promoting quality research. Applications Social work education programs should continue emphasizing quality social work research methodologies, particularly given the move toward postpositivism as a profession. We note a cycle of disincentivization may be occurring, where social work researchers take their best work to higher impact factor, non-social work journals. We also suggest lack of traditional indicators of rigor may be the result of “concerted resistance” to borrowed epistemologies; we call for consensus-based measures of rigor that reflect the realities of the social work profession.

Walk-centric deliberations

This article outlines methods of practice-oriented teaching at universities integrating democracy, sustainability, and learning in adult education.. The methods highlight the potential for democratic innovation in local communities in which diverse perspectives come together to address societal challenges. With a focus on sustainability and the connection among place, space, and pedagogy it introduces ‘Voice-Resonance Walks,’ a deliberative method piloted in Stuttgart, Germany, for social work education. It also highlights pilot deliberations at the district (Mini-Studentlab Deliberative Walks) and cityscape (Public Transport Walks) levels in Hamburg, Germany, involving interdisciplinary student groups in lifelong learning. These examples illustrate how higher education institutions are engaging with the public sphere, with a particular focus on vulnerable groups of citizens and on fostering civic learning. They aim to equip students with the knowledge and skills to become future experts, decision-makers, and active citizens, capable of understanding the challenges facing both their local neighborhoods and diverse urban spaces.

Social Work Education during the Covid-19 Pandemic: Lessons Learned for Programming and Practice

Social Work Education during the Covid-19 Pandemic: Lessons Learned for Programming and Practice

De-mythologizing Social Work Education: Ivan Illich Revisited

Abstract Social work presents itself as a social justice profession, being concerned with the empowerment and liberation of people. Here, we argue that social work as it is instituted in programs of higher education, shares the same assumptions of need, scarcity, and la Technique as the society it criticizes, and is an iatrogenic radical monopoly. We critique these assumptions in relation to social work and social work education and then discuss the Illichian concept of conviviality on the basis of which we make suggestions for reform.

Collaborative online international learning to enhance intercultural effectiveness in social work education

ABSTRACT Using the Collaborative Online International Learning (COIL) model, social work students based in three different countries (U.S. China, U.K.) were invited to participate in intercultural discussions about the development of the welfare systems in these countries. The discussion forum and COIL activities were conducted using synchronous virtual meetings via Zoom which were referred to as ‘virtual cocktail parties.’ Fifteen synchronous sessions were offered, and a total of 91 students participated in the COIL classes. This endeavor aims to enhance students’ utilization of a peer learning format for intercultural effectiveness, thereby fostering a deeper and more comprehensive understanding of the intricate aspects of social work practice. Through discussions with their peers in different countries, social work students recognized how, interculturally, they were impacted by social problems and professional situations. Learners also reflected, dialogued, and shared in contexts marked by cultural diversity. COIL appears to encourage students to develop a sense of global citizenship, fostering a deeper understanding of their roles and responsibilities in an interconnected world.

‘Two sides of the one coin’: using reflection to examine co-production of human rights education within higher institutions in Ireland

ABSTRACT Encompassing human rights-based approaches within mental health service delivery is essential to supporting the recovery of service users, their family members/carers/supporters. This is being increasingly led by social workers due to their role in responding to psychosocial challenges. This is seen in today’s mental health services through their work in safeguarding service users and addressing familial concerns regarding all aspects of life. It is also evidenced in their openness to the concept of personal recovery—a movement aimed at defending and improving human rights for service users and their family members/carers/supporters through the recognition of international legislation. Recent debates within social work education have explored whether our critical and radical roots are declining or absent in practice. One argument for this has been the increasing pressures coming from neoliberal policies. This paper describes how both authors approached several co-produced sessions with social work students at an Irish university regarding mental health recovery and social work. The authors provide insight into this approach, including a description and exploration of a model of reflexivity used during this process which can be used by other educators, students, and practitioners [CS is an Assistant Professor of Social Work,MJN is a Consumer Academic].

Spirituality support in social work education and practice, when helping clients to strengthen self-identity and to build social skills

ABSTRACT Social work practices in many forms have societal value via exploratory pathways and motivational methods toward self-awareness and personal betterment. Such practices exist among, and are adapted to, varied cultural norms. This research examined the use of spirituality-based approaches, as implemented in Indonesia, to help people who have been affected by drug addictions or by disabilities. By interviewing social workers who engage spirituality to assist clients at rehabilitation centers, we elicited details of such workers’ methods for aiding in their clients’ recovery. Analysis of our verbatim transcripts identified characteristics of the social workers’ self-reports and concomitant overall themes. Findings identified positive effects that were achieved while social workers incorporated spirituality as a part of their methodology with clients. Beneficial behavioral changes were associated with spirituality invoked as a part of the social workers’ process, which encouraged clients to recognize their inner values, to keep a positive attitude toward overcoming difficulties, and to develop useful social skills.

Navigating the holistic conceptualizations of mental health issue in social work: a cross-cultural study of practitioner perspectives

ABSTRACT Holistic approaches, such as the Biopsychosocial model, have become mainstream frameworks for organizing mental health services in recent decades. However, little research has explored how frontline social workers embrace and synthesize the different dimensions within this holistic approach. This paper uses semi-structured interviews to investigate diverse conceptualizations of mental health issues among frontline social workers. Fourteen social workers from Hong Kong and twelve from Sydney were interviewed. Three prevalent positions were identified: prioritizing chemical imbalance, questioning the concept of illness, and refusing a fixed understanding of mental health issues. The analysis also reveals how these understandings influence frontline social work practice, uncovers broader socio-cultural influences through s cross-cultural lens, and highlights implications for social work education for navigating the inclusivity of holistic approaches.

Learning About Mental Health Lived Experience in Social Work Education

ABSTRACT Lived experience education occupies an increasingly important space in mental health education for social workers. Despite being plagued by practices that continue to be discriminating and exclusionary, the mental health policy and practice context demand robust attention to the meaningful inclusion of service users and their families to achieve genuine partnership, reciprocity, and equality in mental health service provision. For social work educators, lived experience education is now an indispensable component of a critically informed mental health curriculum and pedagogy. Framed within an appeal for epistemic justice, this article reports on qualitative survey data from social work students who experienced teaching from people with lived experience. Findings show that students greatly valued lived experience education, as it created opportunities for authentic and more diverse understandings of mental health that fostered critical reflection. A curriculum that supports epistemic equality and a social justice agenda would help scaffold lived experience expertise for student learning. IMPLICATIONS Mental health lived experience education positively impacts social work students’ values and attitudes towards mental health service users. Lived experience education supports social work students to expand their understandings of mental health and recovery beyond dominant biomedical perspectives. Genuine valuing of lived experience knowledge and expertise in social work education helps address epistemic injustice.

Enabling Emergency Department Staff to Support Domestic Violence Victims of Strangulation

ABSTRACT The study reported here investigated what enables emergency department (ED) staff to support domestic violence victim-survivors of strangulation, which poses potentially life-threatening medical and psychosocial risks. Informed by Appreciative Inquiry, interviews were conducted with twelve staff from eight emergency departments in New South Wales, Australia. Doctors, nurses, and social workers with experience in supporting victim-survivors of domestic violence-related strangulation were interviewed. De-identified transcripts were analysed using inductive thematic analysis. Themes identified from the data were the importance of recognising strangulation injuries, that understanding experiences of violence improves ED staff’s responses to victim-survivors of strangulation, the value of social work in multidisciplinary response, and that informal support sustains staff in this work. These themes highlight the need for emergency department staff education in identifying and responding to domestic violence and strangulation, which enables informed responses, positive patient engagement, and effective multidisciplinary care. IMPLICATIONS Multidisciplinary care for health and safety assessments are essential for domestic violence victim-survivors of strangulation presenting to emergency departments. 24-hour access to social workers in emergency departments facilitates safety planning and may mitigate the risks of escalating violence. Strangulation and domestic violence education is essential for emergency department staff. There is an evident need for increased social work roles in EDs, especially in rural hospitals, to support victim-survivors and to apply a social work approach to train ED staff to respond appropriately. Formalising supportive structures through enhancing social work and domestic violence education in emergency departments whilst encouraging informal support networks for staff may enhance safety for victims-survivors and maximise staff emotional wellbeing.

Social workers’ perceptions and attitudes of environmental issues and sustainable development as social work practice in Aotearoa New Zealand

INTRODUCTION: Environmental and sustainable social work is gaining momentum in social work due to the rising concern of climate change and environmental degradation. Despite the social work profession being committed to social justice, the perspectives of social workers practising in Aotearoa New Zealand on environmental/green social work are yet to be explored. This study explored social workers’ attitudes and beliefs on environmental justice and sustainable practice. It also examined what factors support them to consider environmental issues in social work practice. METHODS: A survey using an online portal was conducted with qualified social workers to assess their attitudes and knowledge. Descriptive, correlation and regression analyses were used to analyse the data. RESULTS: A total of 102 questionnaires were analysed. The results indicated moderate levels of pro-ecological perspectives and awareness of sustainability attitudes, high level of agreement including Māori and other indigenous tradition and wisdom in ecological justice, strong belief in climate change and the importance of factoring environmental issues in social work practice. While over 80% of the participants thought that environmental issues should be part of social work practice, there are still gaps in translating these into practice. Participants would like to see more environmental issues being integrated into social work education to better prepare graduates entering the profession. CONCLUSIONS: Social work education is urged to incorporate the natural environment, environmental justice and values and skills across the curriculum to advance the social justice mission to reduce the disparity among those who are vulnerable and marginalised.