Master Of Social Work Programs Research Articles

Arkansas Blue Cross investing $5M in enhancing BH care in the state

The charitable arm of Arkansas Blue Cross and Blue Shield is investing more than $5 million in enhancing behavioral health services across the state. The insurer said the Blue & You Foundation is making $5.29 million in grants available for these efforts, which will be concentrated in eight programs that aim to address the “growing behavioral health crisis in the state,” Fierce Healthcare reported July 19. The slate of programs addresses behavioral health needs impacting people of all ages, from early childhood to adolescence to adulthood, according to the announcement. The funds will go toward growing the number of behavioral health professionals working in the state. “We believe that addressing the behavioral healthcare needs of our state requires collaboration with local organizations that have demonstrated success in increasing access, improving outcomes and reducing stigma,” said Curtis Barnett, president and CEO of Arkansas Blue Cross, in a statement. The funds will be used, for example, for the Arkansas chapter of the National Alliance on Mental Illness, which will receive $105,000 to grow its work to expand mental health services and reduce the stigma around seeking behavioral health care. The University of Arkansas and University of Arkansas at Little Rock will split $1.735 million, which will be used to enhance their Master of Social Work programs.

Changes to MSW Faculty Workload Resulting From COVID-19: An Issue of Equity

ABSTRACT As a result of the health and safety concerns associated with the COVID-19 pandemic, in Spring 2020 social work programs nationwide were required to make significant shifts in their instructional methods and field placements. These changes often resulted in faculty members taking on new or additional responsibilities related to teaching and field. This work explores the experiences of full time faculty members from the 18 accredited Masters of Social Work (MSW) programs in Texas. Sixty faculty members completed an online survey about changes to their teaching and field related responsibilities during COVID-19. Results indicate that non-tenure track faculty were most acutely impacted by these changes, leading to significant increases in both teaching and field responsibilities relative to their tenure track peers. Additionally, faculty working at private institutions reported less of an impact on their workload than those working at public institutions. These results underscore the importance of supporting non-tenure track faculty, who are often women and from racial/ethnic groups historically underrepresented in academia, who are afforded less job security and employment related benefits, as they continue to take on additional responsibilities essential to the continued operation of MSW programs. Implications for future research and social work education are discussed.

Graduate social work program leaders’ perceived support and barriers to integrating spirituality in the curriculum

ABSTRACT This paper describes the qualitative responses of a national survey of 56 Master Social Work (MSW) program leaders concerning their perceptions of factors that support or hinder the integration of religion and spirituality (RS) into the MSW curriculum. The overarching themes regarding what supports the inclusion of a RS course or infusion of RS content include faculty interest, religious affiliation of the university, and student interest. Themes describing what hinders the inclusion of a RS course or infusion of RS content include lack of time, lack of resources, and lack of faculty experience. Implications for MSW programs and future curricula development are discussed.

An Ethical Responsibility to Instill, Cultivate, and Reinforce Self-Care Skills

ABSTRACT Many social workers are exposed to trauma directly and indirectly through their academic coursework and practice settings. Research shows that social workers who practice self-care early in their careers are better able and more likely to effectively manage these experiences. In the long term, self-care can reduce staff turnover rates and burnout, and therefore increase the quality of client care. Bachelor of Social Work and Master of Social Work programs have an ethical responsibility to integrate self-care into the curriculum as a professional competency at the micro, mezzo, and macro levels of practice to help cultivate, develop, and retain practitioners long term. This article presents strategies for implementing self-care skill building into social work curricula and field education.

Does Distance Learning Facilitate Diversity and Access to MSW Education in Rural and Underserved Areas?

ABSTRACT Distance learning in social work has proliferated in recent years and is increasingly promoted as a strategy for diversifying the social work workforce and expanding access to graduate education for individuals in rural and underserved communities. Our study assesses the accuracy of this claim by analyzing the 2018 GW [George Washington] Survey of Social Work Graduates to evaluate whether participation in an online or blended Master of Social Work program (a) increases diversity in the field by providing educational opportunities to nontraditional students and (b) is associated with practice in rural or underserved areas. Our findings indicate that online and blended education is associated with practice in rural and underserved areas. We also find evidence that online education increases diversity in the field by expanding access to education for older, working adults.

Research Note—Equity and Justice in the Social Work Explicit Curriculum

ABSTRACT In the context of the current sociopolitical climate, schools of social work’s expressed commitment to equity and justice is of paramount relevance. Utilizing course descriptions and syllabi posted online, we used content analysis to identify equity and justice-related content within the explicit curricula of 19 master of social work programs in the United States. We searched for content related to differences, diversity, disparities, and inclusion, as well as the mention of specific demographic and social identity groups. Findings indicate that, although social work courses are embedded with equity and justice-related content, the explicit curriculum may be strengthened by allocating greater attention to disparities and inclusion. Consideration of disparities and inclusion is critical in clinical courses, as part of a person-in-the-environment approach, and in macro social work courses that aim to equip future social workers to make broad changes that promote equity and justice in society and institutions.

Talks with My Ancestors

In this paper, I will present a reflection on my journey of decolonizing my relationship to holding space for healing trauma, and co-creating communities around wellness. I start with the specific way that I was trained in U.S.-based social work mental health practices and end with the insight I gained through the co-creation of a wellness studio for Black, Indigenous, and people of color (BIPOC). My story will begin with what I began to unlearn and the ancestral wisdom and technologies that I tapped into to transform my approach to healing-in-community. As a healer of mixed race (Black-Caribbean; Haitian and white), I explore the depth and breadth of my healing work as I connect to ancestral knowledge through my relationship to my lineage. This occurred after unlearning much of what was taught to me in my master of social work program, so that I could remember ways of co-creating safety, connection, and community that do not reinforce patterns of colonization. I will use my experience co-creating a safe and sacred physical space: a wellness studio in the South End of Albany centered around BIPOC, as a case study illuminating how centering BIPOC in the creation of spaces for BIPOC creates safety, connection, and community.

Computerized Clinical Training Simulations with Virtual Clients Abusing Alcohol: Initial Feasibility, Acceptability, and Effectiveness.

Although masters-level social work students typically build clinical skills via role-playing with their peers or instructors, several innovative training simulations are emerging in the literature that may enhance existing skill-building methodologies. We evaluated the initial feasibility, acceptability, usability, and effectiveness of three computerized simulations (two cognitive behavioral therapy, one motivational interviewing) during an interpersonal practice course among 22 students in a Master of Social Work program accredited by the Council on Social Work Education. Trainees repetitively practiced their clinical skills with virtual clients while receiving feedback via real-time nonverbal cues, transcript review, and performance assessment across pre-specified theoretical learning objectives. Across the three simulations, at least 86.4% of students completed the required protocol and completed M = 468.95 (SD = 178.27) minutes of simulated sessions. Students improved their scores (range 0 to 100) across all the simulations from M = 63.41 (SD = 11.13) to M = 93.64 (SD = 3.24). Students found the simulations to be acceptable with strong usability. Paired sample t-tests revealed students reported greater self-efficacy in general clinical skills, exploration skills, insight skills, and action skills between pre-test and post-test after completing the simulations (all p < 0.001). Students reported that the clinical skills learned from the simulations translated into successful interactions with real-world clients during their field placements. We discuss the results of this initial feasibility study within the context of simulation-based learning and the potential for broader implementation within MSW programs.

Transgender-Competence in Social Work Education: The Relationship of School Contexts to Student Affirmation of Gender Expansive People

ABSTRACT This study examined the relationship between Master of Social Work program’s (MSW) support of lesbian, gay, bisexual, and transgender people (LGBT-competence), and social work student’s self-perceived competence to support transgender people (transgender-competence). Thirty-four accredited MSW programs in the United States provided a sample of program directors, faculty members, and students (N = 1385). Hierarchical linear models revealed an MSW program’s LGBT-competence was associated with the transgender-competence of its students, and that significant differences exist between organizational LGBT-competence and individual transgender-competence within schools of social work. Specifically, programs with greater LGBT-competence also had students who felt more competent to work with gender minorities. These findings suggest schools of social work provide different levels of support for gender minorities, and that such programs can take substantive action at an organizational level to improve the professional competence of future social workers to serve transgender populations. Implications for social work education are discussed.

Predictors of Job Satisfaction among New MSWs: The Role of Organizational Factors

This study examines job satisfaction at early career stages among new U.S. Master of Social Work (MSW) graduates. It explores (a) what factors were associated with job satisfaction, including organizational factors (interpersonal working environment and agency characteristics), educational preparation in the MSW program, and personal characteristics, and (b) whether organizational factors have more significant effects than other predictors. Eighty graduates of a northeastern MSW program were surveyed. Organizational factors, specifically interpersonal working environment (atmosphere and quality of working relationship, satisfaction with general supervision) and agency characteristics (worker’s perceived effectiveness of service delivery in the agency) were correlated with job satisfaction. Educational preparation, defined as graduates’ perceived level of attainment of competence, was correlated with job satisfaction. Regression analysis revealed that two organizational factors (atmosphere and quality of working relationship and effectiveness of service delivery) were more significant predictors than other characteristics. To help neophyte social workers better transition into the reality of the workplace, agency efforts to build positive working relationships with supervisors and coworkers are recommended. Workers’ confidence in the effectiveness of services should be enhanced through an emphasis on evidence-based practice. Further studies that develop measurements of early-stage worker competence and examine more diverse factors are recommended.

Bridging the Gap: Using Simulation to Build Clinical Skills among Advanced Standing Social Work Students

ABSTRACT The integration of evidence-informed practices in social work education can be difficult given the crowded curricula of most Master of Social Work programs, particularly for advanced standing MSW students who launch directly into advanced concentration year coursework after obtaining their Bachelor of Social Work (BSW). Several factors impact decisions about the integration of evidence-informed curricula, including the time, location, and order of infused material and choosing curriculum content that can be applied across a range of professional settings. Social workers frequently encounter clients who are reluctant to change or are mandated to receive social work services. Practitioners need the skills to engage and empower those clients toward change. This paper reports on the evaluation of a tripartite training module on Motivational Interviewing (MI) for advanced standing MSW students, which is centered around social simulation. Results of one-way repeated ANOVAs highlighted statistically significant increases in students’ knowledge about MI, as well as enhanced Counselor Self-Estimate Inventory scores from pre-simulation to post-simulation, lending promising substance to social simulation as an effective, useful method in the education of advanced standing MSW students.

The religious and spiritual beliefs and practices of MSW program leaders across the United States

ABSTRACT This paper describes a national survey of Master of Social Work (MSW) program leaders’ religious and spiritual beliefs and practices across the United States. Of the 257 eligible MSW programs primary contacts, 119 (46.8%) responded to the survey, with 90 completing the items related to religion and spirituality (RS). Specifically, those RS items assessed participants’ religious affiliation, intrinsic religiosity, frequency of religious service attendance and private religious activities, the degree to which the respondent is religious or spiritual, and their RS practices. Among our respondents, 80 (88.9%) held a position of leadership (e.g., dean/chair, associate dean, or program director). The results indicated that these MSW program leaders consider religion and spirituality to be important, are engaging in various RS practices, and over half reporting elements of intrinsic religiosity. Additionally, we compared this sample’s responses to these items with a national sample of clinical social workers and another sample of adults across the United States. Interestingly, a number of differences emerged between MSW program leaders’ RS with LCSWs and US adults. This paper addresses the implications of these findings, particularly in light of the sample being predominantly MSW program leaders, including how leaders’ RS may influence the implicit and explicit curricula.

For So Long….

Wanda Gabriel is a citizen of Kanehsatake Mohawk nation. She is a community organizer as well as a national trainer & facilitator who use’s traditional Mohawk teachings and interactive techniques to facilitate family and community healing, specializing in working with women, families and youth. She has 18 years of experience working in First Nations communities dealing with crisis intervention and issues of sexual abuse, lateral violence, drug and alcohol addiction, domestic violence and residential school issues. Wanda was also the regional coordinator of community support for Quebec and Ontario, at the National Aboriginal Healing Foundation. In recent years she has worked within the academic setting as an instructor and curriculum administrator. She is presently undertaking a whole new domain of work by providing social support to the Cree workers who are contracted by Hydro Quebec, for the James Bay project. Being a community organizer has given her the privilege of working in many different First Nations and Inuit communities across Turtle Island. Wanda is a licensed social worker with the Quebec Professional Order of Social Workers and a Graduate from McGill University, Master of social work program. Wanda lives in Kanehsatake, Quebec Mohawk territory.

Evaluation and Supporting Inquiry Courses in MSW Programs

Purpose: To examine the extent to which evaluation and supporting inquiry courses are included in master of social work (MSW) curricula. Methods: This study analyzed the course titles and descriptions for 674 courses across 262 Council on Social Work Education accredited colleges and universities that offer MSW training in the United States and Puerto Rico. Results: The results indicate a robust presence of evaluation-specific courses in MSW programs, as well as skills that are further supported by inquiry and analysis courses; 51.1% of MSW programs required at least one evaluation course ( n = 134) for at least some of their students. On average, MSW programs required 2.0 credit hours in evaluation and 4.5 credit hours in inquiry courses for at least some of their students. Discussion: The findings suggest that evaluation education research should include social work programs and that educators should discuss the role of inquiry and evaluation in social work practice.

Developing a Policy Advocacy Practice for Preventing and Ending Homelessness

ABSTRACT The Policy Advocacy and Social Change course is a specialized practice course offered in the Master of Social Work Program (MSW) at the University of Southern California Suzanne Dworak-Peck School of Social Work. The course is designed to introduce MSW students to a variety of policy frameworks (i.e., Kingdon’s policy window, political model of reasoning) and analytical approaches (i.e., intersectionality and stakeholder analysis) that focus on developing their policy advocacy practice. Both the instructors and students are challenged to develop new ways to engage, distribute, and share knowledge about improving the lives of homeless individuals. Through the course assignments, which include a social issue report, policy brief, and policy advocacy campaign using social media, social work graduate students gain the skills and competencies needed to activate their agency and build capacity to become effective policy advocates.

Correlates of Attitudes Toward Evidence-Based Practice Among MSW Students Preparing for Direct Practice

ABSTRACT This study aims to identify correlates of attitudes toward evidence-based treatment (EBT) and the evidence-based practice (EBP) process among master’s of social work (MSW) students who intend to be direct service practitioners. Participating MSW students (N =165) were recruited from an advanced research methods course at one university in the Southwest United States. Higher score to feasibility of implementing EBP at their field placement agencies predicted more positive attitudes toward EBT and the EBP process. Research knowledge and previous exposure to EBP were positively associated with the EBP process. Findings suggest that MSW programs could benefit from training social work students in EBT and the EBP process within field education, as well as during the first year of an MSW program.

Religion and Spirituality in Graduate Social Work Education: A National Survey

ABSTRACT This article describes a national survey of program directors in December 2017 at 257 master of social work programs accredited by the Council on Social Work Education regarding the inclusion of religion and spirituality (RS) content in their curricula. A total of 104 MSW programs responded, yielding a 40.5% response rate. Of the 98 programs indicating whether their program offers a specific course on RS, 36 (36.7%) reportedly offer a RS course. Furthermore, RS content was often infused across the curricula, with the most popular content areas being human behavior and the social environment, clinical practice courses, and the field seminar. Implications and recommendations to help support MSW program administrators incorporate RS content into their curriculum are discussed.

What Do MSW Students Say Matters in MSW Programs? Results From a Qualitative Study of the Implicit Curriculum

ABSTRACT The Implicit Curriculum (IC) plays a critical role in the overall master of social work (MSW) educational experience. Graduating MSW students (N=262) from four different programs over a 2-year period completed the Implicit Curriculum Survey (ICS), which measures six domains of the IC – field education, academics, community, diversity, advising, and support services. The ICS includes 17 open-ended questions in addition to quantitative questions. This study presents the qualitative results from a mixed-methods study, which were analyzed using a constant comparative analysis. Results indicate that the relationships with faculty members, staff, and classmates play a significant role in all domains of the IC. In addition, students often feel that they are limited in their ability to engage fully in their field and school-related activities due to feeling overwhelmed. Some of the implications for social work education include the importance of supporting students in field, which includes providing strong supervision, as well potentially choosing to spend resources on relationships and recruiting a diverse student body over extra programmatic activities.

“Mapping Social Justice”: Integrating Policy Practice Across the Curriculum

ABSTRACTThe National Association of Social Workers and the Council on Social Work Education identify social justice as a guiding principle of the social work profession, yet there is little consensus in the field of what the term actually means and how it can be achieved. Master of Social Work programs are likewise struggling with how to educate students on social justice and prepare them to engage in macro-level advocacy after graduating. This article examines how one student-led social justice initiative at a school of social work is seeking to increase student engagement in macro-level social justice work through the use of targeted advocacy alerts. This article explores the project’s development, implementation, first-year feedback, and modifications made to provide other MSW programs a blueprint to adopt their own version of the project. Findings suggest that the targeted alert model may be successful in engaging clinical MSW students in social justice advocacy.

Understanding perceptions of substance use education in social work: an analysis of survey responses from MSW program leaders

ABSTRACTThis article details the findings of a series of analyses regarding how the institutional leaders of Master of Social Work Programs (MSW) in the United States form their perceptions on the role and implementation of substance use concepts in social work education. Five statistical tests were performed on data collected from a 2017 substance use education (SUE) survey of MSW program leaders, and the analyses were used to explore how program leaders form their perceptions on: the importance of SUE to social work, the need for regulatory measures for SUE in social work, the SUE needs of individual MSW programs, the implementation of substance use course content, and graduating students’ substance use intervention capacities. Significant findings from the analyses showed that: the amount of foundational course emphasis on clinical SUE within individual programs is a significant predictor of program leader perceptions on students’ clinical substance use intervention capacities; different categories of substance use intervention preparedness have interconnected effects among domains of preparedness; and perceptions on the importance of SUE to social work have a significant impact on program leaders’ opinions regarding regulatory measures for SUE in social work.