Master's Level Social Work Research Articles

Evaluating the Psychometric Properties of the Revised Attitudes Toward Research Scale for Use with MSW Students.

Evaluating students' attitudes toward research is essential for instructors of any research methods class, as students' general attitudes toward research may impact if and how they integrate research into practice decision making. However, few psychometrically sound, multidimensional instruments that can be used with Master of Social Work (MSW) students exist. This work used confirmatory factor analysis to evaluate the psychometric properties of the Revised Attitudes Toward Research Scale with a diverse sample of 396 master's level social work students. Multiple indicators, multiple causes models and a series of Monte Carlo simulations were then used to assess the relationship between various dimensions of students' attitudes toward research, their prior research exposure/training, and their sociodemographic characteristics. Results indicate that the overall performance of the measure with this sample of MSW students was strong, and the factor structure was consistent with that found when evaluated with different samples in previous research. Moreover, various sociodemographic characteristics predicted scores on the research usefulness, research anxiety, and positive research predisposition subscales. The use of this tool allows instructors to identify students with high levels of research-related anxiety and those who may not intuitively comprehend the need to understand empirical research findings and integrate them into practice decision making. The authors offer suggestions for integrating this validated tool into social work research methods classes to assist in developing students' ability to engage in all steps of the evidence-based practice process once in the field.

Using Design Thinking to Solve Real-World Problems

This paper presents an innovative pedagogical model that incorporates components of team-based learning, problem-based learning, and design thinking in the context of a community-engaged applied learning experience. Students participating in this project build 21st century skills needed to be successful in their future educational and career pursuits. Undergraduate sociology and master's level social work students partnered with community organizations to solve a real-world problem for that organization. They were coached through the process by their instructors. Before participating in the project, students reflected on what they hoped to get out of the experience. After completion, they reflected on the process and what they learned. Analyzing student reflection papers, we found three themes: excitement and fears, challenges and opportunities, and personal and professional growth. We conclude by describing how instructors can incorporate aspects of this model into their own classroom, and the importance of teamwork skills, design thinking skills, and meaningful community engagement.

Utilizing Experiential Learning to Deepen Understanding in an MSW Macro Practice Class: Impact on Learning and EPAS Competencies

ABSTRACTExperiential learning in Master of Social Work (MSW) programs can be an instrumental pedagogical method of juxtaposing theoretical knowledge with tangible hands-on approaches, enhancing student experience through incorporating curriculum beyond classroom settings. This paper seeks to employ the use of educational theorist David Kolb’s Theory of Experiential Learning as the pedagogical framework to explore the impact of a community partnership with an upstate New York organ donation organization on master level social work students. Furthermore, this paper pursues an increased understanding of experiential learning and factors connecting social work theoretical concepts with the learning process in MSW programming. Student discussions voiced and illuminated a deeper understanding of macrocommunity concepts and demonstrated skills reflecting EPAS. Students’ responses to participation in the experiential learning activity were emotional, compelling, and profound. Common areas of understanding gained by students were a clear awareness of the need for social work advocacy, measures to address social justice, and increased education for organ donations.

Research on Low-Intensity Flash Technique Trauma Intervention by Prelicensed Student Clinicians

There are not enough psychotherapists to offer individual trauma intervention to the tens of millions of people traumatized around the world. Eye movement desensitization and reprocessing (EMDR) is a proven trauma treatment but requires substantial time and financial resources for training. One solution may be low-intensity intervention with the flash technique (FT) offered one-on-one online and based on highly scripted instructions in which participants can work on their distressing memories independently. The FT is a protocol that was originally developed for the preparation phase of EMDR and only requires a few hours of training. In this study, we aim to explore whether a scripted FT protocol used by inexperienced student clinicians might be effective. Nine master-level social work students, trained in FT and under licensed supervision, offered individual FT treatment online using a scripted protocol. Participants were admitted to the study with an Impact of Event Scale—Revised (IES-R) score of >24. Pre- and posttreatment surveys were collected from 30 participants who each received 6 sessions of individual therapy. No follow-up study data was collected. The IES-R data dropped from a pretreatment mean of 45.97 (SD= 14.5, 95% CI = [40.78, 51.16]) to posttreatment mean of 25.33 (SD= 14.92, 95% CI = [19.99, 30.67]), with ap-value of <.00001 and a Cohen’sd= 1.4, showed a large effect size. Interpretation of the study results is limited due to a lack of a control group and a relatively small sample size (n= 30). Furthermore, since we did not follow participants posttreatment, the impact of the intervention over time is unknown for this study. Even so, the data suggested that the scripted FT protocol might be usable even by inexperienced student clinicians, paving the way for its use as a low-intensity trauma intervention.

Don’t Dismiss the Teachers: The Increased Demand for Teacher Mental Health Services Through the COVID-19 Pandemic

Background and Significance:Much discussion has surrounded how the COVID-19 pandemic impacted youth mental health, but less has been done to determine its impact on teachers. Youth First, Inc. of Evansville, IN places masters-level social workers in K-12 schools, providing critical support for Indiana youth. A common report among Youth First social workers has been the increase in personal consultations the teachers request. The objective of this study is to analyze the quantity and nature of teacher consultations across the COVID-19 pandemic.Methods:Youth First collects data on services and compiles it on an internal server. For this study, access was given to data regarding teacher consultations. The data was then analyzed to determine trends. To better understand the nationwide teacher shortage, a literature review was conducted.Results:The data shows that in AY 2019-2020, there were 957 personal mental health consultations between teachers and social workers, accounting for 4.7% of total teacher consultations. Data from AY 2020-2021 shows an increase to 1,816 personal consultations, accounting for 5.6% of total consultations. While this jump does correspond to an increase in number of schools served, it also corresponds to the peak of the COVID-19 pandemic in the United States. AY 2021-2022 had 1,567 personal teacher consultations, accounting for 4.5% of the total number of consultations.Conclusion and Future Implications:According to the U.S. National Center for Education Statistics, 44% of U.S. public schools currently report teaching vacancies. Of these schools, 61% “identified the pandemic as a cause of increased teaching vacancies”. According to a 2022 study by Indiana State University, nearly 97% of Indiana schools are reporting a teacher shortage. It is my hope that this data can be shared with Indiana school systems to address mental health needs of teachers, which may potentially improve the state-wide teacher shortage over time.

Family violence content in baccalaureate and master's level social work programs

Summary Scholars continue to call for social work students to be better prepared in the areas of family violence. In this study, we gathered information on the inclusion of intimate partner violence (IPV), child maltreatment, and elder abuse content in accredited baccalaureate and master's level social work programs across the United States. A survey invitation was sent to 538 baccalaureate and 306 master's level social work program directors in the summer of 2020. The final sample consisted of program directors representing 177 baccalaureate and 79 master's level social work programs. Survey data were analyzed using descriptive statistics. Findings Data revealed that 12.43% of baccalaureate social work programs had a course on elder abuse, 25.42% had a course specific to IPV, and 60.45% had a course focused on child maltreatment; however, few programs required these courses. Master's program directors reported that 6.33% of their programs had a course on elder abuse, 34.18% on IPV, and 46.84% on child maltreatment; yet only three programs required a course on child maltreatment and none required courses on IPV or elder abuse. Applications Social workers will likely work with client systems who experience family violence and it is critical that social work programs look for ways to improve the quantity and quality of family violence content into their curricula. It is also important for state licensing boards to require content on family violence at the initial and renewal stages. These educational efforts will enhance the knowledge and abilities of the social work workforce.

Eating disorder mental health literacy: A national survey of clinical social workers in the United States

Summary Social workers’ eating disorder mental health literacy (ED-MHL) is essential to the detection, assessment, and treatment of eating disorders (EDs) and disordered eating (DE) in clinical practice. This study explored social workers’ ED-MHL, particularly the assessment practices of EDs on intake forms, and within the first two therapy sessions. Participants in this national survey were N = 316 outpatient masters-level social workers in the United States. Participants completed an online survey measuring ED assessment practices in clinical practice. Findings Results showed that 42.4% ( n = 133) of respondents did not routinely assess for EDs/DE on clinical intake forms, and 53.2% ( n = 165) did not assess within the first two therapy sessions. However, those with recent training related to EDs were more likely to assess. Participants reported low to moderate perceived comfort levels with the assessment of EDs, and training and education were identified as needed resources. Social workers reported deficits in their own assessment practices of EDs. Barriers included: lack of training about EDs/DE; uncertainty about process questions to ask; and perceptions that EDs/DE are rarely the client's primary presenting problem. Applications Difficulties with detection and screening practices appeared contingent on gaps in existing education and training related to EDs/DE. These findings suggest that future research may serve to increase social workers’ ED-MHL, as underscored by the noteworthy finding that 86.1% ( n = 229) of the sample reported that they would make proactive changes in their clinical practice, as a direct result of participating in this study.

Leadership in School Social Work: Implications for Promoting the Preparedness of Tomorrow’s Practitioners

Current research suggests that leadership skills in the field of school social work are valuable and needed. However, these skills are not always clearly outlined by governing entities as a result of little examination and research. This article examines differences of perceptions toward and engagement in professional leadership skills among school social work practitioners across the United States (N = 686). Using descriptive and multivariate methods, this paper examines practitioner perceptions toward and engagement in school-based leadership and what this leadership looks like in today’s schools. Findings call for educators and practitioners to advocate for the incorporation of leadership training, culturally sensitive cross-discipline collaboration, and preparedness guidelines in both generalist bachelor- and master-level social work curricula in which students are trained to work in school settings. Moreover, access to training and availability of resources pertaining to leadership appear to be a point of concern. Implications for social work practice, education, and research are discussed.

Collaborative assessment as a learning tool for social work students

ABSTRACT Despite the body of evidence demonstrating learning gains in both knowledge and engagement for higher education students, social work educators appear to have been slow to incorporate collaborative assessment in undergraduate and graduate courses. This is disappointing given collaboration is an important practice skill and is a common graduate attribute required by accreditation bodies. In this exploratory study, the learning gains and experiences of a group of Bachelor and Masters level Social Work students are explored. In addition, the experiences and opinions of the academic staff involved in administering the assessment are analyzed to inform design and implementation considerations. Results show that, on average, students improved their results on the assessment by around 9% when completed collaboratively. Both staff and student participants saw collaborative assessment as an effective and engaging learning strategy. Positive results are seen not only in grade performance but also in classroom dynamics with students practicing some core social work skills, including clear articulation of ideas, effective listening, negotiation, and managing conflict.

The elephant in the room: teaching race in consensus

ABSTRACT Clear instruction and dialogue on race are necessary as social workers desire to be part of freeing the world of racial bias. The social work profession can adopt and support clear definitions that strengthen the educational content being produced in the classroom as it relates to teaching race in consensus. This qualitative study examines the varying degrees of how licensed social workers define race. The sample consisted of 82 licensed social workers. Majority of the participants were White (69%; n = 57), female (92%; n = 76), 21 to 35 years of age (42%; n = 35), Licensed Master level social workers (68%; n = 56) who had been in practice for three to eight years (46%; n = 38). Researchers used analytic strategies to identify words or phrases from participant responses of how they defined ‘race.’ The responses for race definitions were collapsed into five thematic concepts: Culturally Based, Personal Identification, Color Classification, Biological Essentialism, and Origin. The overall findings support a limited ability of helping professionals to clearly define race for themselves or their clients.

Master social work students’ explicit and implicit articulation of theory

ABSTRACT Theories that explain Human Behavior and the Social Environment are integral to social workers’ conceptualization of their role and practice. Scaffolding the capacity to recognize, apply, and evaluate theory, however, is not easy. Learning how to comprehend and accurately apply theory can be a real struggle for graduate students enrolled in a Masters of Social Work (MSW) program. The purpose of this study was to identify and categorize patterns of how MSW students think about theory in the learning process. This qualitative analysis of 120 anonymous student responses to a case by students in an online MSW program explores the variety of theories students are explicitly identifying. The qualitative analysis offers insights into online Masters level social work students’ ways of thinking and learning about theory. Bloom’s taxonomy was applied to differentiate MSW students’ use of theory. This study also demonstrates that students are not only applying theory explicitly, but often do so implicitly, perhaps without realizing so. By exploring how students construct their understanding of theory and how they vary between implicit theory usage and explicit theory articulation, HBSE educators can identify how to best prepare these students for their future careers.

Social work, social justice and Americentrism by design: transnationalism in United States social work education

ABSTRACT As our world moves away from historic models of self-contained countries, toward a more integrated and connected world, research suggests transnational approaches may be advantageous for advancing social justice agendas. While social work higher education has long prioritized cultural competencies and global perspectives in practice and research, it is unknown how social work educators in the United States are globalizing curricula. Syllabi from bachelor and master-level social work theory courses from twenty-five US schools of social work were examined using thematic analysis. Of the forty-one syllabi studied, eight contained no information relevant to international, global, cross-cultural or transnational theory. Of the thirty-three syllabi with relevant content, three unique themes emerged: (1) global othering, (2) population-specific studies; and (3) Americentrism. Upon examination of core syllabi, researchers argue empirically for the inclusion of global or transnational content in professional social work theory education. Mirroring the application of transnationalism in sister fields of anthropology, sociology, psychology and political science, this article provides a framework for incorporating transnational competency into social work curricula. Transnationalism captures the connections and networks that facilitate global processes despite distance. Highlighting these connections can animate social work curricula with the tools and practices for an interconnected world.

Improving childhood asthma outcomes in East Harlem: the East Harlem Asthma Center of Excellence’s Asthma Counselor Program

Objectives To evaluate the effectiveness of the Asthma Counselor Program, a program of the New York City Department of Health and Mental Hygiene, designed to improve asthma outcomes among children. Methods We used a pre-post study design among children who enrolled in the program. We included self-reported outcome measures by comparing the previous 12 months (captured at intake) to the 12 months following program enrollment. To calculate the 12 months after enrollment, we added the number of outcome events reported at each follow-up session, which are conducted approximately three months apart, to compute 12-month (or “year-end”) post-enrollment outcomes. Results We enrolled 136 children during the study period (2018); 85 children remained in the program for 12 months and 51 became lost-to-follow-up. Among those who remained in the program, at the “year-end” session, there were statistically significant reductions in the mean number of asthma-related unscheduled healthcare appointments or urgent-care visits (73%), uses of prednisone (65%), asthma-related school absences (60%), asthma-related ED visits (57%), and asthma-related hospitalizations (50%). Conclusions Twelve months after children enrolled in the program, they had significantly improved asthma outcomes. Our findings, along with results from similar studies, support multicomponent interventions, especially those led by masters-level social workers.

A promising new model of care for postpartum depression: A randomised controlled trial of a brief home visitation program conducted in Houston, Texas, USA.

Postpartum depression (PPD), a perinatal mood and anxiety disorder (PMAD), is a leading cause of complications of pregnancy and childbirth. In the United States, approximately 20 percent of women suffer from PMADs. In Houston, Texas, an estimation of 12,000 - 15,000 women experience PPD each year. Within the Texas Children's Paediatrics network, a large paediatric network located in Houston, Texas, mothers are screened during paediatric well-child visits and those screening positive receive a referral to a psychiatrist with the network. However, there are not enough psychiatrists to meet the demand of services and Black, Latina, and women on Medicaid during pregnancy are less likely to attend a psychiatric visit compared to White, non-Hispanic women. This study used a randomised control trial design to measure the effectiveness of an alternative treatment option for a racially diverse population of postpartum women with mild to moderate symptoms of PPD, a five-session home visitation program using the Problem-Solving Tools for PPD (PST4PPD) model delivered by master's level social workers. The control group was allocated to standard treatment with a psychiatrist. A total of 118 women gave consent and were randomised, 72 to home visiting and 46 to psychiatry. Results demonstrated that all participating mothers had significant decreases in PPD symptoms. The change in PPD symptoms among those in the home visitation program was not significantly different from the change in the control condition, indicating that the home visitation program was as effective as psychiatric treatment in significantly reducing PPD symptoms. Additionally, a high proportion of women in the home visitation program completed visits and demonstrated increased maternal self-efficacy. Based on these results, a short-term home visitation program by a social worker (PST4PPD) appears to be a promising treatment option for postpartum women with mild to moderate PPD symptoms.

When No One's The Expert: A Preliminary Study of Social Workers' Perspectives on Shared Loss in Counseling During COVID-19.

In this preliminary study, social workers’ experiences of adjustment and loss during the coronavirus disease (COVID-19) pandemic were explored as they, along with their clients, coped with the resulting emotional and psychological impacts. As death and illness rates increased alarmingly, masters-level social work students’ discourses and feedback in a course on grief and loss revealed a knowledge gap surrounding counseling in face of shared loss that led to a pilot study. Subsequently, a qualitative research study (n = 7) of video self-reports from clinical social workers was conducted to further explore their losses and their consequent professional impact. They responded to the question, “What losses have you felt in this pandemic that have impacted you professionally?” Participants listed multiple losses related to work (e.g., loss of professional therapeutic space, loss of the work/life divide) and recognized the challenges to maintaining a personal sense of well-being. In consideration of the pandemic’s impact when counseling others, participants identified the following themes: greater emphasis on one’s own well-being, greater focus on maintaining strong therapeutic rapport, the value of creativity in the new therapeutic space, and a continual assessment of dynamic shifts. For society to process—which means, largely, to grieve—the losses related to COVID-19 and adjust to the world as is, there is a need for counselors to do so as well. This paper explains how some counselors have experienced loss through their work and coped with it; thus, they have been able to support their clients through the pandemic.

A Mixed-Methods Investigation of Licensed Masters-Level Social Worker’s Engagement in Outcome Evaluation

Purpose Little is known concerning the way that Licensed Masters-Level social workers are evaluating outcomes. Methods Licensed providers ( n = 111) completed a mixed-methods web-based survey regarding ways they evaluate practice outcomes. Content analysis was used to identify ways in which social workers reported evaluating practice outcomes. Results Evaluation methods identified were (1) not consistently evaluating client outcomes, (2) completion of follow-up appointments, (3) clinical judgment/completion of treatment plan, (4) satisfaction surveys, (5) client-reported symptom remission, (6) judgment of key informants, and (7) standardized objective measures. Objective evaluation methods were used most by individuals reporting frequent outcome evaluation, those reporting less frequent outcome evaluation used client self-report or relied on feedback from key informants to gauge client’s progress. Frequency of outcome evaluation was inversely related to perceived difficulty of evaluating outcomes. Discussion Social workers frequently rely on non-standardized, subjective evaluation methods. More research in this area is currently indicated.

Licensed Master of Social Workers’ Engagement in the Process of Evidence-Based Practice: Barriers and Facilitators

ABSTRACT Purpose:This article describes the qualitative responses from licensed masters-level social workers (LMSWs) regarding what they perceive as barriers and facilitators to consistently engaging in the process of evidence-based practice (EBP). Method:Two open-ended questions were posed to determine what helps social workers consistently use the EBP process and what inhibits them from regularly applying EBP to guide clinical decision-making. A total of 113 responses were recorded. Content analysis was used to identify emergent themes. Results:Facilitators to the consistent use of EBP included: the belief that EBP improves outcomes, research that was vetted and disseminated by trusted partners such as the National Association of Social Workers (NASW), and ethical mandates. Barriers included: time, lack of applicable research, client-specific factors, and cost. Factors identified as both facilitating and impeding the EBP process were lack of necessary technology, organizational context, provider beliefs, and research knowledge/training. Discussion and Conclusion: Providers identified a number of barriers and facilitators to engaging in the process of evidence-based practice, which guided the extent to which they consistently engaged in the process, and how difficult they perceived itto be.

Using Latent Class Analysis to Understand Social Worker Roles in Integrated Health Care

ABSTRACT Purpose: Social work (SW) is a profession that fulfills important roles on integrated health teams, yet there remains a lack of clarity on SW’s functions. The current study sought to identify typologies of SW’s roles on integrated care teams using latent class analysis (LCA). Method: An electronic survey was developed, piloted, and administered to Masters level SW students and practitioners in integrated health care settings (N = 395) regarding weekly use of interventions. LCA was conducted to estimate latent sub-groups of respondents. Results: Respondents reported an average of 14.6 (SD = 4.7) interventions. Five classes of SW roles were identified and varied by setting and focus. One class (13%) completed a hybrid function providing behavioral health and social care interventions. Conclusions: Classes of SW roles on teams may reflect varying models of integrated care. A flexible SW on the team may adapt to patient and clinic needs, but increases the opportunity for role confusion.

Productive Aging During COVID-19 - Lessons from WH SeniorLink

<h3>Introduction</h3> According to the National Academies of Science, Medicine, and Engineering, even before the pandemic, 24% of Americans 65+ were considered socially isolated, and 43% of adults 60+ were lonely. Both experiences are associated with serious physical and mental health problems, including increased risks of dementia, stroke, depression, and suicidal ideation. As older adults engage in stricter social distancing to protect themselves from COVID-19, their risk of social isolation and loneliness is heightened. According to research by the Kaiser Family Foundation, 46% of adults 65+ reported that the worry and stress caused by pandemic has had a negative impact on their mental health. In order to combat this unique challenge, we must employ innovative, flexible solutions that adapt to the shifting circumstances and an uncertain future. <h3>Methods</h3> WH SeniorLink has developed an innovative program for integrating friendly visiting, mutual aid, needs assessment and case management, all delivered remotely by trained volunteers. The program was conceived, developed and executed since the beginning of COVID-19 restrictions and has grown to become a fully fledged 501(c)(3) organization, and is a model of flexible service delivery during this unusual time. The program operates through a volunteerism-mutual aid model. Volunteers are trained using online modules and quizzes and supervised by a licensed social worker, including training on needs and risk assessment. Volunteers are then matched with an older adult with similar interests and language preferences to provide friendly weekly phone calls, care packages and letters. Older adults with higher needs are referred to WH SeniorLink's service navigation program which operates using the online platform, Apricot, and is staffed by masters level social work interns and supervised by licensed social workers. Service navigation involves conducting comprehensive assessments and identifying resources and referrals. Older adults who express interest are also paired with each other to provide social support. Barriers to program development have included identifying consistent funding sources and volunteer attrition. <h3>Results</h3> Data shows 169% growth in contacts made with older adults between May and October, with 2.5 times more older adults served in November than in May. Initial responses to the Dejong Gierveld Loneliness Scale and qualitative data collection reflect that older adults continue to feel lonely and isolated in the midst of the pandemic, but that WH SeniorLink is helping. By placing emphasis on empowering older adults to form sustained relationships with volunteers and their peers, WH SeniorLink encourages reciprocal relationships through which older adult participants are valued for their experiences and contributions. <h3>Conclusions</h3> The mission of WH SeniorLink is to strengthen community ties and improve health outcomes among older New Yorkers by providing social-emotional support and connection to essential services. WH SeniorLink was founded during the COVID-19 pandemic, in response to the myriad of new challenges faced by older adults including greater risk of social isolation and increased disconnection from essential services. However, we recognize that the pandemic has only exacerbated a problem that began long before, and older adults are at risk of being left behind in the coming months and beyond. <h3>Funding</h3> WH SeniorLink is funded by a starter grant from Columbia School of Social Work and subsequent crowdfunded donations.

Reflections from a cross-cultural course development and teaching experience delivered primarily by an Indian faculty in the United States

ABSTRACT As study abroad opportunities increase, so too are international teaching exchanges. This article describes the collaborative teaching experience of a course which was jointly developed and offered for Bachelors and Masters level social work students. The course aimed to explore the integration of Eastern and Western cultural understandings and approaches to promote health and wellbeing by examining the mind, body, and spiritual connections and exploring the integration of strategies for health and mental health systems. This paper outlines the process involved in developing and delivering a course which complies with both the curriculum standards of two institutions, and the professional accreditation standards by CSWE across international contexts. Evaluation of the student work through the use of a rigorous qualitative methodological approach demonstrates that the course was useful for the participants and at the same time, the experience was valuable for the authors. The student work reflected two central themes: First is a growing appreciation for the importance of a cultural humility perspective with special attention to an international perspective. Second, directly related to the course content which focused on the integration of Eastern and Western approaches to addressing mental health challenges as a social worker.