Master Of Social Work Research Articles

A journey towards resurgence: Reflections from a graduate of the master of social work based in Indigenous knowledges program

A journey towards resurgence: Reflections from a graduate of the master of social work based in Indigenous knowledges program

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.

Grow Your Own School Mental Health Specialists: A Policy Pilot to Address Behavioral Health Workforce Shortages in Schools.

The capacity of schools to address behavioral health concerns presents an emerging challenge, exacerbated by major shortages in the workforce. Schools across the U.S. are struggling to hire licensed behavioral health professionals, with additional barriers encountered when seeking to hire practitioners with experience in educational settings. In 2023, a school district in the suburbs of Columbus, Ohio, partnered with The Ohio State University to launch a "grow your own" policy pilot. The priorities focused on addressing workforce shortages and leveraging the experiences of current teachers/staff to support growing needs related to student mental health and well-being. More specifically, the district utilized COVID-19 relief funds to recruit, train, and transition 25 teachers/staff into school mental health positions by underwriting the costs of each professional's Master of Social Work (MSW) degree. Here, we (a) describe the district-university partnership and the processes guiding the implementation of the "grow your own" model, (b) distill preliminary findings about district needs regarding behavioral health, and (c) explore facilitators, barriers, and outcomes associated with learning among participants in the program. The findings from a district-wide staff survey indicated a high level of need for individual counseling, crisis intervention, and small group interventions. Additionally, qualitative interviews revealed that learning among the program's participants was facilitated by effective classroom strategies and specific learning experiences integral to the program's design. These facilitators supported key learning outcomes, including general social work knowledge, self-awareness, and therapeutic skills that are foundational for engaging with students, parents/families, teachers/staff, and the broader school community. This innovative policy pilot and training model demonstrate how universities and local educational agencies can partner to address workforce development challenges at the intersection of behavioral health and education.

Organizing activities of student associations in higher education institutions of Russia and China

Introduction. Student associations of higher education institutions contribute to successful socialization and early professionalization. The relevance of the study lies in the fact that designing educational and upbringing programs for future bachelors and masters of social work at the university, great importance is to be attached to professionally focused student associations. The study aims to develop and test the authors' practice-oriented methodology for training future specialists in social work in the context of student associations of higher education institutions using the example of Russia and China. Materials and methods. To determine the readiness of students for professional activities in the context of student associations, the authors conducted a survey based on the Federal State Budgetary Educational Institution of Higher Education Kostroma State University; it lasted from September to December 2023 and involved 1-4 year students (100 people) specializing in social work. Research methods and techniques were: content analysis of documents, frequency analysis, observation, survey, questionnaires and experience generalization. Results. The authors’ methodology for organizing student associations activities was developed; psychological and pedagogical conditions necessary for the training of future bachelors of social work were experimentally tested and clarified. The authors conducted a comparative analysis of how student associations activities in universities in Russia and China are organized. The abovementioned authors' methodology helps students form meanings and values: professional experience (23.25%); communication with friends (19.77%); social support and assistance to people in difficult life situations (15.11%); participation and organization of work forms related to professional activity (12.79%); obtaining new knowledge (9.30%), emotions (4.65%); teamwork (6.98%); visiting professionally focused institutions (3.49%). Conclusion. The ‘Social Work’ educational program includes practices of the following student associations: Abilympics, PROVICH, Studaktiv, Student Scientific Community in the Social Work Training Program ‘#SR’, and Chinese Student Association of Kostroma State University. Organizing activities of student associations is held in accordance with the following pedagogical conditions: assistance of the head of the student association in searching for variability in professional self-determination; psychological and pedagogical conditions; organizational and pedagogical conditions (external): internal environment of student association’s activities (pedagogical potential: managerial, educational, existential); the level of comfort students enjoy when working in the student association program; external environment of the student association (social partners, employers, social protection institutions, etc.); as well as internal psychological and pedagogical conditions (subjective conditions that contribute to the formation of personal psychological mechanisms of professional development).

Role-playing the future: a simulation-based exploration of AI in social work

As Artificial Intelligence (AI) continues to permeate various sectors, its integration into social work practice, particularly in identifying at-risk families, demands a nuanced understanding and ethical engagement from future social workers. This paper presents an account of a simulation-based learning exercise conducted with Masters in Social Work [MSW] students at an Irish university. Through role-playing as different stakeholders, students engaged with a fictional scenario that involved the deployment of an AI algorithm in Ireland for identifying at-risk families. The exercise illuminated diverse perspectives on the implications of AI in social work, highlighting key ethical dilemmas, regulatory challenges and the need for comprehensive education on AI technologies. The findings support the effectiveness of simulation-based learning as an effective way to prepare social work students for the ethical, practical, and policy complexities of integrating AI into their future practice.

How Social Work Education Fosters Professional Resilience: Student and Newly Qualified Practitioner Perspectives

ABSTRACT Navigating complex and evolving practice environments requires resilient social workers. However, education's contribution to professional resilience development is underinvestigated. As part of a longitudinal, qualitative study, this article reports the findings on how social workers as students and then newly qualified practitioners perceived how their education fostered professional resilience. In stage one, interviews were conducted with 23 social work students from eight Australian universities in the final 12 months of their Master of Social Work (Qualifying) degree. In stage two, the sample was reduced to 19, with interviews occurring after approximately six months of practice. Framed by critical theory and social constructionism, narrative inquiry guided the analysis of participants’ perceptions. The results revealed professional resilience is relational and developed through curricula and pedagogy facilitating connection, building knowledge through critical reflection, and preparing students for the realities and complexities of practice. The study extends evidence that transitioning from student to practitioner is a crucial time in social workers’ careers. The findings identify that professional resilience can be fostered by responsive external resources and evidence-based programs offered by universities, practice organisations, and professional bodies. IMPLICATIONS Social workers' resilience relies upon education fostering connection between students, academics, and qualified social workers, incorporating critical reflection and developing knowledge and skills in navigating practice contexts. Field education is integral to this process. Social workers in Australia could benefit from a nationwide program creating a consistent and evidence-informed approach to support newly qualified social workers as they transition into the workforce.

Examining the Views of Master of Social Work (MSW) Graduates on the Grand Challenges for Social Work and Society

Examining the Views of Master of Social Work (MSW) Graduates on the Grand Challenges for Social Work and Society

MSW Student Experiences with the OSCE: Advancing Holistic Competence for Emerging Social Workers

ABSTRACT This qualitative study aims to examine foundation year Master of Social Work (MSW) students’ experiences with the objective structured clinical examination (OSCE) using a holistic framework. Study participants included 64 MSW students who completed a 15-minute virtual OSCE with standardized patients and expert observers followed by a five minute debrief. In-depth student narratives about the experience were transcribed and analyzed thematically. Key themes emerged highlighting the value of practicing clinical skills, receiving immediate constructive feedback and honing skills in managing nervousness and developing confidence. Study implications include the critical need for MSW students as developing clinicians to rehearse clinical skills and receive feedback and the benefits of using the OSCE to expand field- and classroom-based learning.

Training Social Work Master’s Students for Integrated Health Care Settings: The Importance of Specialized Education

ABSTRACT Integrated health care poses a unique opportunity for social workers to deliver person-centered, empowering, and collaborative care addressing all aspects of patient health. This study analyzed four years of data from a project designed to train social work master’s students to be effective members on integrated teams. Students that participated in the project achieved statistically significant levels of improvement from pre- to posttests with large effect sizes on the Behavioral Health Consultant Core Competency Tool skills (n = 93, Cohen’s d = -1.752, t(92) = -16.894, p < .001) and the Team Skills Scale (n = 94, Cohen’s d = -1.558, t(93) = -15.101, p < .001). Wilcoxon signed-rank tests confirmed improvements. No existing evaluations of integrated training for social work students capture behavioral health competencies data. Offering specialized training in integrated behavioral health work to students has immense potential benefit for outgoing social workers seeking to support patients.

MSW program directors in the United States: a scoping survey of responsibilities, preparation, and support

ABSTRACT A survey of Master of Social Work (MSW) program directors in the United States investigated their current role including their environment, tasks and preparation, and support. Most respondents were untenured when they assumed the role, only 20% were head of their unit, and few had received any training. Despite working an average of 50 hours a week, lack of time for scholarship and managing competing priorities were top stressors, while joys included their students and colleagues. Respondents identified their top training needs as conflict management, their role as middle managers, and finance-related topics. While the vast majority felt supported by their colleagues and their administration, a number of those with marginalized gender and racial identities experienced difficulties, both within and outside of their program, due to these identities. These data indicate a precarious state of the preparedness of MSW program leadership. Role stressors may place tenure-track program directors at risk of not attaining promotion as time for scholarship may be lost to administrative responsibilities, while non-tenured individuals may be ill-positioned to advocate for their program. Providing adequate training and support, especially for those with marginalized identities, is needed to ensure a solid MSW program director workforce.

Pharmacist-social worker interprofessional relations and education in mental health: a scoping review.

One in eight patients is affected by a mental health condition, and interprofessional mental health teams collaborate to improve patient care. While pharmacists and social workers are recognized as mental health team members, there is a lack of literature describing interprofessional relations and education between these professions, especially as it pertains to mental health. The purpose of this review was to identify and characterize reports describing pharmacist-social worker interprofessional relations and education within mental health. To address this knowledge gap, this scoping review was conducted to collect and characterize reports published between January 1, 1960 and August 18, 2023 describing pharmacist-social worker interprofessional relations and education within the field of mental health. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines were followed. Ovid MEDLINE, CINAHL, and Social Work Abstracts were searched using keywords "pharmacy student," "pharmacist," "social work student," "social worker," and "social work." Reports were included if they were published in English and interprofessional relations or education occurred directly between (student) pharmacists and social workers. Three hundred twenty records were identified and three records were included: one cross sectional study, one qualitative educational project, and one case report. Each record suggested positive patient and/or educational outcomes developing from pharmacist-social worker interprofessional relations and education. In clinical practice, pharmacist-social work teams identified mental health risk factors, reduced 30-day readmissions, and improved post-discharge telehealth care. In the classroom, a social worker improved pharmacy students' confidence assessing patient suicidal ideations. This scoping review identified needs and areas for future research: pharmacist interprofessional education with Master of Social Work and Doctor of Social Work degree students, transitional care and mental health outcome measure reporting using evidence-based outcomes, and development of scholarly teaching projects utilizing higher-level educational frameworks beyond learner reactions.

Provision and Long-Term Assessment of a Specialized Clinical Evidence-Based Practice Curriculum for Master of Social Work Students

This study investigated social workers’ knowledge of the common elements in evidence-based practice to treat youth mental health conditions following a specialized curriculum during their Master of Social Work (MSW) education. Participants’ knowledge was measured during their MSW education and in their first 5 years of social work practice after graduation. The quantitative study measured participants’ knowledge of common elements three times; 86 social workers participated in the study with 67 sets of scores at three data points. Study results showed that participants knew more after completing the curriculum but knew less one to five years after graduation. Overall, however, their knowledge remained higher than before the curriculum. The findings provided insight into social workers’ knowledge of common elements of evidence-based practice modalities over time following a specialized curriculum. Findings also suggested that having multiple work obligations, lacking supervision, and receiving supervision by someone other than a social worker were all factors that might hinder graduates from continuing their education in evidence-based practice after graduation.

Training Master of Social Work Students in Brief Intervention for Unhealthy Alcohol Use: Results of a Validated Adherence Assessment.

Many social workers receive limited training in working with clients engaged in unhealthy substance use. As a result, national organizations and agencies such as the Council on Social Work Education and individual social work programs are beginning to address this need by incorporating training into higher education social work programs. The purpose of this study was to examine Master of Social Work (MSW) students' adherence to a brief intervention protocol for unhealthy alcohol use. A total of 91 MSW students consented to the assessment of their digital, audio-recorded class assignment by independent raters. Although 90% of MSW student participants were found to be overall adherent to the protocol, gaps in training quality were also identified. Lessons learned for addressing the gaps are discussed, along with future directions for teaching and learning in social work related to substance use.

VIRGINIA BELL: AN ORAL HISTORY OF A GERONTOLOGICAL SOCIAL WORKER AND PIONEER IN DEMENTIA CARE

Abstract This presentation highlights the contributions of a gerontological social worker and dementia expert who developed an innovative model of dementia care known as the Best FriendsTM model. Virginia’s story is one of a second-chapter career. She spent most of her adult life raising her five children and supporting her husband, who worked in ministry. At age 62, she graduated with her Master of Social Work and completed her practicum at a newly established center on dementia research (the Sanders-Brown Center on Aging at the University of Kentucky). While this practice experience contributed to her professional trajectory as a gerontological social worker, Virginia draws most heavily on lessons learned from her relationships. Her intersecting identities as a daughter, wife, mother, and grandmother informed her pioneering work in dementia care by teaching her the value of mutuality, hard work, and community. Through several in-depth interviews, this oral history project creates a space for conversation across generations –dialogues between two women, both social workers and gerontologists. The narrator, age 98, reflects on the people and experiences that shaped her approach to caring for people with dementia from a relational-centered approach. The interviewer (age 42) assumes a co-interpreter role with Virginia, documenting what shaped her thinking about dementia. This presentation highlights 1) how oral history can be used to document the experiences and knowledge of social service innovators and 2) Virginia Bell’s unique contribution via the Best Friends model.

An Exploratory Study on Integrating the Christian Faith in an Online Master of Social Work (MSW) Program Curriculum

Social work curricula frequently lack the inclusion of Religion, Faith and Spirituality (RFS). While faith and religious beliefs are often connected with professional calling, values, and practice, the integration of faith and social work practice is uncommon. This research explored the experiences of students in a Master of Social Work (MSW) program that integrated Christian faith throughout the curriculum and its effects on their spiritual understanding, development, and identity. A qualitative study of student responses was completed to gain insight into the impact of the curriculum on students’ spiritual growth, understanding, and views regarding the ethical integration of Christian faith and practice. The research findings confirmed the value of faith integration in social work education and helped inform the development of more effective curricula in faith-based settings. The results of this study may benefit other evangelical Christian universities seeking to increase students’ personal growth in faith as well as competencies and ethical practices as social workers. Keywords: Faith Integration, Christian Higher Education, Spirituality, Social Work

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.

Coping strategies among professional social work trainees - A cross-sectional study from India's capital city.

To find out the nature of coping strategies and the relationship between coping strategies and background characteristics of Master of Social Work (MSW) students in Delhi. The sample size is 297 (male 123 and female 174) by adopting a non-probability purposive method. A survey among the MSW students (first and second years) of four Universities in Delhi was carried out. The result shows that the most used coping strategies are positive in nature (emotional and problem-focused). The utilization of coping strategies is influenced by the background characteristics of the respondents. It necessitates further awareness of positive coping strategies by introducing changes in the curriculum of the MSW program.

Perspectives of African American Social Workers Regarding Clinical Licensure

ABSTRACT Purpose This study was undertaken to illuminate the perspectives of African American MSWs, both licensed and unlicensed, concerning clinical licensure. Method In 2022, but prior to the time of the Association for Social Work Boards (ASWB) report release, the primary author interviewed 20 African Americans with Master of Social Work (MSW) degrees regarding their desire and attempts to attain licensure. The participants were selected utilizing non-probability, convenience sampling methods and self-selected in response to invitations extended via social media platforms. The interviews took place via Zoom and were recorded and analyzed utilizing qualitative methods. Results The findings suggested that many interviewees do view the test as biased in favor of White women and that they attribute lower test pass rates of African Americans in part to this bias. However, additional concerns, including the costs and difficulty of multiple test-taking efforts, the time limit between MSW and licensure, and the dearth of information available to MSWs about licensing credentials, among others, were also cited. Respondents also identified, in some cases, limitations in social support, particularly in work settings, for their professional development efforts. Significantly, many participants identified problems with supervision – securing supervision, the focus/content of supervision, or both. Discussion and Conclusions Recommendations for steps to increase access to the test and to information about the test are offered. Importantly, discussion regarding avenues to supervision and mentorship is initiated. This study offers a first step in the process of engaging with African Americans about their own experiences with the licensing process.

Internalization of and advocacy for social work professional ethics through microfilm: a progressive teaching reform for MSW ethics curriculum

ABSTRACT Social work ethics is vital to social work education and professional development. However, traditional didactic teaching does not always translate to internalization of social work ethics, and few visual teaching tools measure the extent to which the students have truly internalized professional ethics. Using the perspective of action research, the present study introduced a progressive teaching reform to a Master of Social Work (MSW)-level social work ethics curriculum at a social work school in China. The progressive reform went through two action cycles. In the first cycle, a preliminary attempt, the instructor redesigned the course structure and applied student-generated microfilms as a final assignment. In the second cycle, educators from China and the United States collaborated in class to revise the course in response to issues raised in the first cycle and explore refined and more effective pathways to help MSW students internalize and advocate for professional ethics through filmmaking. The present study examined successes and failures throughout the reform process, providing practical lessons and evidence for social work educators interested in adopting filmmaking as an experiential teaching tool in MSW educational practices.

Self-Care and Quality of Life: Associated Factors Among MSW Students

ABSTRACT There is an increasing concern for self-care and quality of life among Master of Social Work (MSW) students as they prepare to serve vulnerable individuals, families, and communities. Evidence suggests numerous benefits to practicing self-care; however, the majority of these studies focus on practitioners in the helping professions as opposed to graduate students working toward their degrees, suggesting a need for research. Accordingly, this study investigates the association between self-care actions, distress tolerance, mindfulness and quality of life among MSW students. A cross-sectional survey design, was used to examine these associations among 148 MSW students. Three multiple regression analyses were conducted to determine the relationship among the key variables. Results suggest that emotional self-care was significantly associated with quality of life, and that the level of engagement in self-care actions differed across students’ socioeconomic class. Students’ mindfulness and emotional self-care also were positively associated with distress tolerance. Findings suggest that promoting engagement in emotional self-care and mindfulness self-care may promote higher quality of life among MSW students. Implications for MSW programs and the potential to support students’ health and sustainable learning are discussed.