Master Of Social Work Research Articles

Preparing the child welfare workforce: Organizational commitment, identity, and desire to stay

BackgroundSince 1995, Colorado has had a Title IV-E child welfare Stipend Program, most recently involving four universities in partnership with the Colorado Department of Human Services. ObjectiveA ten-year cohort study was conducted to understand program graduates' experiences with organizational commitment, the impact of stipends on child welfare professional identity and desire to remain in the child welfare field. Participants and methodsThe mixed methods evaluation involved 245 stipend graduates from 2006 to 2016 from Bachelor of Social Work (BSW) and Master of Social Work (MSW) programs and included an online survey and focus groups. ResultsResults indicate stipend graduates remained in the workforce beyond payback periods, felt prepared for the job, appreciated the skills and networks gained from their programs, and expressed gratitude for the financial assistance. Graduates identified workforce factors including peer support, supervisor support, and mobility in the agency as key retention sources for remaining in child welfare.

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.

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.

Dual Master of Social Work – Master of Public Health (MSW/MPH)

While there has been a proliferation of MSW/MPH programs concurrent with dramatic changes in the U.S. health system, there is minimal research on these programs. The purpose of this article is to describe the conceptualization, development, and implementation of an innovative MSW/MPH program at a southeastern university—the only such program in the state. Our goal as the first two directors of the program, serving consecutively, is to share knowledge and offer “lessons learned” for universities seeking to develop or enhance an MSW/MPH program, as well as agencies interested in forming collaborative partnerships. “Lessons learned” include the importance of strong ongoing communication among all MSW/MPH stakeholders, thoughtful consideration of the time demands associated with the program director’s role, viewing a developmental evaluation plan as a critical component for success, and recognizing the benefits of purposeful linkages between the two disciplines.

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.

Applying critical race theory in social work education in Britain: pedagogical reflections

ABSTRACT This paper draws on personal experiences of teaching white British and Black African students on a social work Master’s course in England. In this paper, I critically discuss the fire at Grenfell Tower in London (14 June 2017) and how it served as a pedagogical tool to open up critical discussions among students about racial in/justice, intersectionality and neoliberal racism. I also explore how Black students were enabled to share their experiences of immigration, racism, and racial inequality in Britain as part of these discussions. Inviting personal experiences of race in the classroom can be highly emotive; but, as this paper shows, these voices can also highlight institutionalized racism and provide a way for Black and ethnic minorities’ histories to be told and learned. These histories matter and can develop student consciousness about racial inequality for pursuing a social agenda. They also challenge claims that Britain is now a ‘post-racial’ society. Using Critical Race Theory (CRT) provided a way to counter such claims and critique my ‘whiteness’ and socio-economic class in my teaching, as well as challenge the neoliberal ideologies and structures that reproduce and mask ‘white privilege’ and racial injustice in Britain today.

Team Teaching in Social Work Education: A Pedagogical Approach to Modeling Inclusion

Team Teaching in Social Work Education: A Pedagogical Approach to Modeling Inclusion Luis O. Curiel , MSW, LCSW; Wendy Ashley , Psy.D, LCSW Abstract Innovation in social work education and practice is necessary to ensure adequate preparation of MSW students entering the profession.As MSW students enter micro, mezzo, and macro practice settings, there is a growing need forsocialworkeducation to enhance inclusive representation—beginning in the classroom.MSW students from increasingly diverse backgrounds need intersectional modeling and representation to learn how to integrateacademic theoretical social work skills with their personal livedexperiences.Restructuring traditional single teacher classrooms to construct team-teaching partnerships promotes pedagogical innovation, creates intersectional visibility, and prepares students for inclusive practices in the profession (Dill, Shera & Webber, 2017). This study surveyed Masters of Social Work (MSW) students (n = 237) in courses co- taught by instructors differing in intersectional identities, skills, and experiences.While team-teaching activated anxiety insomestudentsdue to uncertainty and ambivalence,most reflected thestrengths they identified as engagement, diverse perspectives, collaboration, and communication they saw modeled by their instructors. This research validates team teaching (or co-teaching) as an opportunity for the provisionof innovative pedagogy while promoting inclusion and collaborative representation. Full Text: PDF DOI: 10.15640/jssw.v8n1a4

Challenges for Maya Family Continuity in a Transbordered World

James Loucky has worked with Maya families in highland Guatemala since the 1970s, and thereafter with Central American and Mexican-descent communities in the United States, as well as on U.S.-Mexico border issues. Following graduate and post-graduate work at UCLA, he began work as anthropologist at Western Washington University, in 1990. His humanitarian and applied commitments are evident in child and family advocacy, as well as collaborative involvement around protections and rights to move in a world of mounting political and planetary challenges. In addition to co-developing the online journal “Maya America,” he speaks and writes about the Maya diaspora, provides expertise in political asylum cases, and works to support indigenous cultural determination and environmental restoration efforts. Katie Goger received her bachelor’s degree in social sciences from California Polytechnic State University and her master’s degree in anthropology from Western Washington University in 2012. She currently is completing her Master of Social Work at Boise State University with anticipated completion in fall 2020. She has over ten years of experience providing evidence-informed parenting prevention and intervention programs, specifically to tribal communities. She continues her work in supporting Indigenous families in her position as a parenting specialist at Lummi Nation Behavioral Health in Bellingham, Washington. Specific interests include participatory action research, separated parenting, intergenerational trauma, parent-child attachment, and mindfulness approaches for children and families.

Noticing and attending to relational process: a dialogical analysis of MSW student competency development in relational therapy

ABSTRACT We explored Masters of Social Work (MSW) student discourses of learning experiences related to Noticing and Attending to Relational Process (NARP) in a course devoted to clinical practice with families and couples. Within two to three weeks after completing recorded peer role-play assignments and receiving audio-recorded feedback from the instructor, five randomly selected students participated in an unstructured interpersonal process recall (IPR) interview. The instructor/first author queried students about specific role-play moments and reactions to instructor-produced, audio-recorded feedback regarding NARP competencies. We used dialogical analysis to identify discourses and rhetorical features of interview data. Five primary themes emerged. Based on our Bahktinian interpretation of interview data with students, our findings also demonstrated multi-voiced discourses, indicating students’ internal struggle to make sense of NARP and respond to instructor feedback. Educators and practitioners can more intentionally attune themselves to these discourses, potentially opening avenues for stronger social work service provision.

AFU PRINCIPLES IN ACTION: ENGAGING STUDENTS THROUGH HANDS-ON AGE-RELATED ACTIVITIES

The Age-Friendly University (AFU) Initiative is a global network of universities working to embrace and promote the growing population of older adults (OAs) on campuses. Integrating inter-generational learning is a proven benefit to share knowledge (Gerpott, Lehmann-Willenbrock, & Velopel, 2017) and to mutually benefit both older and more traditional learners (Pstross, Corrigan, Knopf, et al., 2017). To thoughtfully develop AFU initiatives on their campus, one midwestern university created an educational activity for students to better understand the needs of OAs. This presentation will cover results of this activity and offer suggestions for aging-focused learning activities. In winter 2019, 23 undergraduate students from 5 disciplines participated in a guided sensory activity with 5 Masters in Social Work (MSW) students that simulated impaired vision, hearing, and dexterity. Afterwards, using the AARP walking audit, they walked campus to understand challenges those with limitations might face. Students then completed a guided reflection and thought of ways to advocate for anyone with physical challenges, both off and on campus. This activity resulted in several successful learning outcomes and provided concrete experiences, establishing grounds to think about advocacy in a practical way. First, the undergraduate students presented their experiences at a campus-wide activism and advocacy event. They aimed to 1) increase awareness of the challenges those with visual and physical challenges and 2) promote the AFU initiatives. MSW students further analyzed their experience from a policy perspective and presented to the AFU steering committee with recommendations to influence policy in alignment with the AFU principles.

CIVILIZATIONAL CHALLENGES OF THE XXI CENTURY: MODERNIZATION OF PROFESSIONAL TRAINING OF MASTERS OF SOCIAL WORK

The article is devoted to the substantiation of the research strategy of the problem of modernization of the professional training of masters of social work. The adoption of the Global Definition of Social Work in July 2014 requires revision of the models of training social workers in order to reflect qualitative changes. In the context of the post-classical paradigm, the modernization of the pedagogical system is understood as a way of managing pedagogical processes, which involves eliminating the limitations of the development of the corresponding object. Based on a retrospective analysis, there are three strategies for modernizing a social object: through changes with a cultural pattern orientation, through innovations, on the basis of analytical and synthetic comprehension of functions and structures. Implementation of the theoretical approach to the modernization of vocational training becomes possible due to the development of science. An analysis of trends in the development of world-view knowledge convinces, the object of modern scientific research is complex systems that are historically evolving. Hence, the system of professional training of masters of social work should be considered as a dynamic object, an adaptable system. Taking into account the provisions of the system methodology, the strategy of comprehensive study of the modernization of professional masters training is based on the principles of integrity, functionality, hierarchy, self-organization, integration. The proposed strategy of complex research allows us to develop a model of a pedagogical system that has the quality of self-organization. Its use will allow identifying and eliminating contradictions, development barriers that are inherent in traditional structures and organizational models.

Training Second-Year MSW Students to Improve Cultural and Linguistic Competence

Purpose:Cultural competency is a critical construct in social work education. This study investigated whether a grant-funded training program completed in tandem with second-year field placement and second-year Master of Social Work (MSW) curriculum could improve the cultural competence of MSW students.Method:Ninety-nine trainees completed the program over the 3-year grant period funded by the Health Resources and Services Administration. Cultural and linguistic competence was measured at the beginning and end of the training program for each cohort using a preexperimental design.Results:Findings suggest that MSW students saw improvement in their communication, values, and attitudes with respect to cultural and linguistic competence. Trainees did not report improvement on the Physical Environment subscale portion of the measure.Discussion:Results suggest that training can improve knowledge, values, and skills on cultural and linguistic competence. However, trainees may not have adequate authority to make an impact on the environment of their field placements.

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.

Implementing a graduate social work course concerning practice with sexual and gender minority populations

The course Social Work With Sexual and Gender Minorities was offered as a summer social work elective in the Master of Social Work (MSW) program at a Midwestern university over two consecutive years. The purpose of the course was to provide students with a broad overview of the needs facing sexual and gender minority (SGM) populations and to prepare them for social work roles ranging from research, practice, and advocacy. One-way repeated measures ANOVAs were used to test for changes in students’ self-reported levels of lesbian, gay, bisexual, and transgender (LGBT) clinical skill development and general knowledge regarding practice with SGM populations. Results show significant increases in self-reported levels of LGBT clinical skill development and also in general knowledge related to practice with SGM populations. A content analysis of students’ responses on course evaluations revealed five themes: satisfaction with the course, recommending others take the course, acquisition of new information, importance of the information to practice, and the usefulness of the simulation assignment.

Transforming Classroom Learning Through Community Study Projects in Macro-Social Work Practice Courses

This article describes the use of an experiential community study project in teaching a macro-practice course with focus on community engagement in an advanced generalist practice Master of Social Work (MSW) programme in the USA. Implemented in stages, this project is designed to provide students an opportunity to develop community practice knowledge and skills. Quantitative and qualitative data collected from students show how this project developed in them the ability to analyse community characteristics and problems as well as helped them become more culturally sensitive. In developing community profiles and assessing community needs, students could also enhance their analytical and critical thinking skills. These experiential projects are very relevant and useful for social work students and programmes which do not have an opportunity for community practice in their field placement as part of their education. The author argues that such initiatives are likely to reduce the marginalisation of macro-practice courses in social work programmes. Pedagogical and practice implications for macro-practice courses and social work education are also discussed.

Transformative learning in graduate education: masters of social work students’ experiences of personal and professional learning

ABSTRACT Transformative learning captures the process by which students engage in their learning at holistic levels (emotional, cognitive, spiritual, physical, social, and environmental) and the extent to which they experience a change in perspective, of themselves or society. This four-year, four-cohort study (n = 40) examined the transformative learning experiences of Masters of Social Work students as they prepared to graduate and practice in their professional field. Data were collected via focus group methods and were analyzed using qualitative content analysis. Three primary themes were identified: (1) transformation is a process of feeling displaced, re-evaluating, and surfacing; (2) transformative outcomes are multidimensional and embody personal and professional learning; and (3) transformative learning is a holistic experience. This study makes a novel contribution to the literature on transformative learning by empirically examining students’ experiences of transformation within accredited professional programs, and the development of pedagogical approaches that facilitate student growth within such settings.

Incorporating grand rounds into an existing pharmacy ethics course: An interprofessional education opportunity

Abstract A meaningful, interprofessional education experience was developed by incorporating an existing social work grand rounds into a pharmacy ethics course. Participants included third-year student pharmacists, master's social work students, and licensed master's social workers. Each grand rounds session focused on a different issue regarding social justice and access to care. Grand rounds consisted of a 30-min presentation followed by a 40-min interprofessional panel discussion on issues relevant to the topic. At the conclusion of grand rounds, small interprofessional student groups discussed how interprofessional collaboration could improve the patient experience. This collaborative grand rounds, which has been offered for three consecutive years (2016–2018), has collectively had 450 attendees: 240 student pharmacists, 94 social work students, and 116 licensed master's social work professionals. A post-session survey allowed students to rate how well the session met the learning objectives and the perceived value of the interdisciplinary experience. Students indicated a high level of agreement that each offering achieved the learning objectives, and felt the interprofessional design enhanced their learning and provided them with a greater appreciation for the importance of interprofessional practice. Incorporating an existing grand rounds into a pharmacy ethics course was a successful approach for providing a meaningful interprofessional education experience in a real-world setting, and is a model that can easily be adopted by others for a wide range of health professions student learners.

Community college field placement internships: supervisors’ perspectives and recommendations

ABSTRACTCommunity College human services students represent the future social service workforce. The defining feature of their training is 250 h supervised field placement internship. Despite burgeoning research describing best practices for supervision of Bachelors of social work (BSW) and Masters of social work (MSW), there is no research aimed at supervision for community college students, leaving a gap in our understanding of best practices for supporting community college students’ pedagogy and sustaining partnerships with agencies. This exploratory study offers recommendations for best practices supported by our discovery of the benefits, challenges, and strategies involved with offering community college student internships in New York City human services agencies. We analyzed data from semi-structured interviews with 30 field supervisors through qualitative content analysis. Community college students and agencies both benefit substantially from the field placement, however agencies identified significant social and structural challenges specific to working with community college students that require interventions for both field supervisors and students alike. Suggested interventions aimed at improving supervisor training, procedures for focusing goals of supervision sessions, assisting students in meeting their academic and social needs, as well as supporting supervisors’ professional goals to promote best practices are proposed.

Social Work and Suicide Prevention

Back to table of contents Previous article LettersFull AccessSocial Work and Suicide PreventionJoshua Levine, L.C.S.W., Leo Sher, M.D.Joshua LevineSearch for more papers by this author, L.C.S.W., Leo SherSearch for more papers by this author, M.D.Published Online:1 Jul 2019https://doi.org/10.1176/appi.ps.201900165AboutSectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InEmail TO THE EDITOR: Since 2008, suicide has ranked as the 10th leading cause of death in the United States (1). The Centers for Disease Control and Prevention reported that nearly 45,000 U.S. citizens died by suicide in 2016, and suicide rates have increased by over 30% in half of the states since 1999 (1). The growing epidemic of suicide poses many challenges for suicide prevention efforts.Social workers are instrumental in suicide prevention in that they comprise one of the largest occupational groups of behavioral health practitioners in the United States (2). Most social workers will encounter at least one suicidal client in their career. A national survey of 598 social workers found that 92.8% of respondents had reported working with at least one suicidal client, and 78.1% had worked with at least one suicidal client in the past year (3).Social work research in the area of suicide prevention is limited. A systematic review on social work research literature found that “social work research articles made up only 0.2 per cent of the total articles published from 1980–2006 in social work journals” (4). Furthermore, less than 8% of these articles discussed effective evidence-based practice interventions that could be used with suicidal clients (4).A review of the literature identified several areas in which social work as a profession could improve in suicide prevention. First, master’s-level social work education programs need to modify their curricula toward educating about suicide prevention. The Social Work Education in Suicide Survey of 598 social workers found that 79% of respondents reported that they did not receive formal training on suicide in their master of social work (MSW) program, and 41% of respondents indicated that they did not take any classes that addressed suicide intervention or prevention (3). Moreover, a randomized intervention study of the Question, Persuade, and Refer suicide prevention gatekeeper training of 73 advanced-standing and second-year MSW students found that students scored an average of 5.64 out of a maximum score of 25 on their knowledge of suicide risk factors (5).In addition to modifying MSW education programs, prevention efforts should be focused on gatekeeper training programs. Gatekeepers are individuals within the community, such as social workers and teachers, who are trained to identify suicide risk factors. Prevention efforts should be directed toward training social workers to be effective gatekeepers, as well as having social workers educate the general public on suicide risk factors.Another area that could be further explored is postvention, or an intervention to support persons bereaved by suicide. Those bereaved by suicide have an elevated risk of suicide, and postvention could decrease suicidal behavior of these individuals. Maple et al. reported that social work researchers have published only three articles on postvention since 2003 (6).Future social work research on suicide prevention should expand on evidence-based practices in regard to screening and psychotherapeutic interventions.James J. Peters Veterans Affairs Medical Center, Bronx, New York (Levine, Sher); Columbia University School of Social Work, New York (Levine); Icahn School of Medicine at Mount Sinai, New York (Sher).Send correspondence to Mr. Levine ([email protected]).References1 Suicide Rising Across the US. Atlanta, Centers for Disease Control and Prevention, 2018. https://www.cdc.gov/vitalsigns/suicide/index.htmlGoogle Scholar2 Health Resources and Services Administration: National Projections of Supply and Demand for Selected Behavioral Health Practitioners: 2013–2025. Washington, DC, US Department of Health and Human Services, Nov 2016. https://bhw.hrsa.gov/sites/default/files/bhw/health-workforce-analysis/research/projections/behavioral-health2013-2025.pdfGoogle Scholar3 Feldman BN, Freedenthal S: Social work education in suicide intervention and prevention: an unmet need? Suicide Life Threat Behav 2006; 36:467–480Crossref, Medline, Google Scholar4 Joe S, Niedermeier D: Preventing suicide: a neglected social work research agenda. Br J Soc Work 2006; 38:507–530Crossref, Medline, Google Scholar5 Osteen PJ, Jacobson JM, Sharpe TL: Suicide prevention in social work education: how prepared are social work students? J Soc Work Educ 2014; 50:349–364Crossref, Google Scholar6 Maple M, Pearce T, Sanford RL, et al.: The role of social work in suicide prevention, intervention, and postvention: a scoping review. Aust Soc Work 2017; 70:289–301Crossref, Google Scholar FiguresReferencesCited byDetailsCited bySocial work practice instructors’ preparedness and readiness to teach suicide content19 July 2022 | Social Work Education, Vol. 433Assessment of Some Social Factors Related to Suicidal Behaviors in Ilam, Iran, during 20181 March 2020 | journal of ilam university of medical sciences, Vol. 28, No. 1 Volume 70Issue 7 July 01, 2019Pages 638-638 Metrics KeywordsSuicide & self-destructive behaviorSocial work/psychiatricPDF download History Received 28 March 2019 Accepted 11 April 2019 Published online 1 July 2019 Published in print 1 July 2019

Reporting Suspected Child Maltreatment: Educating Social Work Students in Decision Making and Maintaining the Relationship

ABSTRACTAs future mandated reporters, social work students face the dual challenge of rendering accurate reporting decisions while concurrently maintaining the therapeutic relationship in an effort to decrease future child abuse and neglect. To address the paucity of training in this regard, 42 bachelor of social work (n=18) and master of social work (n=24) students participated in a workshop focused on decision making and the therapeutic relationship in mandatory reporting of child abuse and neglect. Participants were given a case vignette and responded in writing to structured questions. Two patterns emerged from the qualitative analysis: factors that centered on the case and those that centered on the social worker. Implications for social work education are suggested.