Social Work Programs Research Articles

Effects of online training on social work students’ efficacy and confidence related to screening, brief intervention, referral and treatment

ABSTRACT E-learning has become an important part of training in a growing number of social work programs. Evidence-based models such as Screening, Brief Intervention, Referral and Treatment (SBIRT) expand prevention efforts and help social workers screen for risk factors and existing substance use disorders in a variety of health-care settings. The purpose of this study was to assess one e-learning platform, Kognito, and examine the efficacy of first year MSW students in the use of SBIRT with virtual clients. Results showed no significant difference due to undergraduate education preparation in the students’ ability to use SBIRT and receive scores indicating a baseline competency. Overall, students’ level of confidence increased in their ability to engage in early intervention practices after completing the SBIRT training. When comparing BSW students to non-BSW student’s confidence in using SBIRT, there was a significant difference with BSW students showing higher confidence levels. Our findings demonstrate that training MSW students in SBIRT can have positive effects generally (providing a baseline competency level) and can assist students in their confidence to use this model. Further research may be warranted to explore if MSW students with BSW degrees express higher confidence in other practices as well.

The Perspective of Social Work Education Development in Malaysia and Australia

This article explored the development of social work education in Malaysia and Australia focusing on three areas; professions, standards and education. The findings indicated that social work programmes and courses should be more entrepreneurial, research-oriented, and more efficient in its teaching methodology. Additionally, social work programmes should emphasise on the development of social work as a profession, strengthen the governance of social work education, and develop programs that focus on the global agenda. In Malaysia, the social work education began in 1975 whereas in Australia, it started in 1940 with the launch of Social Work Degree Program in the University of Sydney. In Australia, social work programmes are accredited by a professional body known as the Australian Association for Social Work (AASW), while in Malaysia, there is no established or authorised professional body to accredit the programmes. Without it, the path for social work profession to develop may be affected or compromised. This could be the contributing factor causing the delay in the development of social work education in Malaysia when compared to Australia.

Indigenous trauma and resilience: pathways to ‘bridging the river’ in social work education

ABSTRACT The traumatic effects of colonization on generations of Indigenous peoples and communities are referred to as intergenerational trauma. Alongside intergenerational effects of trauma experienced by Indigenous peoples and cultures across the globe is the capacity for individual and collective resilience, whereby an individual has good life outcomes despite having been subjected to situations with a high risk of emotional and/or physical distress. In North America and globally there have been calls to action for social work to find pathways toward reconciliation with Indigenous peoples. The purpose of this paper is to share the conceptual foundations of an innovative Master of Social Work program, currently in its sixth year. The program was designed to bridge Indigenous worldviews and social work by: creating links in the curriculum between neuroscience research in Western treatment modalities and Indigenous/traditional healing practices throughout the globe; fostering communication among all age groups; developing respect, kindness, and communication across all races; uncovering resiliency in understanding intergenerational trauma; understanding attachment difficulties created through colonization and rebuilding support systems; and creating learning objectives that address wellness. The objective is to prepare social workers to work with individuals, families and communities across the globe affected by intergenerational trauma.

Integrating Social Justice Practices into Graduate Training: Collaborating with Stakeholders to Adapt Professional Development in Puerto Rico

Treating trauma has become an international social justice concern, with increasing numbers of graduate training programs prioritizing how to conceptualize needs and interventions within a trauma-informed framework. Minimal research and guidelines exist for adapting these trauma-informed practices for the local community context. Additionally, trauma-informed practices often fail to consider ongoing structural issues faced by oppressed communities such as poverty and racism. Social work, psychology, and counseling graduate training programs often rely on a cultural competency framework instead of a social justice framework that addresses racism and Whiteness. During our graduate Counseling and School Psychology training program at the University of Massachusetts Boston, we collaborated with stakeholders at a school and community center in San Juan, Puerto Rico to culturally adapt and deliver trainings in trauma-informed practices for staff using an ecological validity framework. Using our work in Puerto Rico as a case study, this paper addresses the cultural adaptation of trauma-informed practices and factors to consider when implementing trauma-informed practices, emphasizing the need for creating safety. Strategies for embedding this trauma-informed work into mental health graduate training programs and recommendations for working with individuals from marginalized groups in school settings are discussed.

The Mindfulness-Based Social Work and Self-Care Programme: A Mixed Methods Evaluation Study

Abstract During their social work education, students engage in a number of stressful learning activities, often simultaneously, which can negatively impact their well-being, mental health and social work practice. Mindfulness practices are beginning to be integrated into social work curricula globally to enhance student self-care along with key social work practice skills and values. This mixed methods study examined the effects of a bespoke six-week online mindfulness-based social work and self-care (MBSWSC) programme on the stress, burnout, well-being, anxiety and depression levels of thirty social work students from two universities in the UK. This study also examined the effects of MBSWSC on a number of mindfulness-based mediators of change in these outcomes. Participant perceptions of the benefits of the MBSWSC programme on their well-being and social work practice are further explored via a thematic analysis of an open-ended questionnaire. Statistically significant changes in all variables were found post-programme except for depression and loss of empathy/depersonalisation, a facet of burnout. The qualitative data provided a deeper insight into the potential benefits of the programme for the enhancement of student well-being, mental health and anti-oppressive social work practice (AOP).

Teaching and Learning During and After COVID-19: Lessons Learned from the Social Work Classroom

ABSTRACT Social work programs are preparing professionals to respond to natural disasters and global pandemics when they arise. However, literature on the learning experiences of students in the social work classroom with synchronous instruction during a natural disaster or global pandemic is limited, as is documentation of the experiences of social work faculty. Further, seldom discussed in the literature are the personal and emotional reflections of students and social work faculty. This paper provides the observations of two MSW students and their instructor within the context of the global pandemic of COVID-19 in order to more closely examine how this pandemic impacted their learning and teaching experiences in the classroom with synchronous instruction. Lessons learned from the authors’ experiences are outlined in an effort to identify key components for educators and social work programs to consider during and after a natural disaster or global pandemic.

The Impact of the Transition From In-Person to Remote Courses on MSW Students Due to COVID-19

ABSTRACT The COVID-19 pandemic has allowed social work educators to study its impact on social work students. This quantitative study presents the findings of a survey of Master of Social Work students regarding their experiences during the abrupt transition from in-person to remote learning in March 2020. Examining the impact through a change curve lens, the findings revealed that students moved through the change, going from shock and denial to acceptance of the new learning situation. The majority of students had both the technical skills and privacy they needed to learn. However, they did experience an increase in stress and struggled with maintaining concentration while attending remote classes, participating in class, and feeling a connection with students and faculty. They preferred synchronous content delivery and a combination of synchronous and asynchronous delivery. Contributing to an emerging body of literature on the effects of COVID-19 on social work students, the findings from this study suggest that social work students are interested in incorporating remote learning into their education, and social work programs may need to adapt the delivery of their academic content. The findings also indicate a need for comprehensive institutional support to improve remote teaching methods and engage students in learning.

Evidence Based Social Science in China Paper 2: The History and Development of Evidence Based Social Work in China

ObjectivesTo present the history and potential for development of evidence-based (EB) social work in China. Study design and settingThe conception and methodology of EB social work is a potential strategy to support high quality development of social work in China. This article documents and analyzes the progress of EB social work in China. We focus on current research, reasons, challenges, and strategies. ResultsEB social work started late in China. The number of EB social work literature and systematic reviews has increased since 2004. The development of EB social work has been uneven nationally with few practitioners and decision makers involved. However, more and more social work researchers received training in evidence-based practice through national workshops and conferences. ConclusionEB social work faced various challenges, but there are now more opportunities for EB social work development in China. Researchers, practitioners, managers and decision makers are encouraged to work together to establish a thorough methodological system and use existing evidence as much as possible when carrying out social work programs and services.

Golden opportunities for resolving students’ emotional disturbance in learning social work values: A 3Ps approach in f ieldwork practicum

The term golden opportunities to discuss with supervisees about social work values refers to the episodes of struggles and conflicts encountered by students in fieldwork. They are so-called golden opportunities to discuss social work values with students. Limited attention has been paid as to how to seize these golden opportunities. This study explores the causes of emotional disturbance and the methods applied by supervisors to discuss social work values with their students. In total, 22 Hong Kong students in Higher Diploma Social Work programmes at three higher education institutes were interviewed. Themes identified include ambivalent feelings, methods and expectations of students. An emotionally interactive approach which consists of 3Ps (‘perceived safe and trusting supervisory relationship’, ‘process of supportive supervision’ and ‘positive and accepting attitudes of supervisors’) is proposed.

Supporting Social Work Students during the COVID-19 Pandemic

ABSTRACT In March 2020, a national emergency was declared due to the COVID-19 pandemic. In accordance with public health guidelines, social work programs rapidly responded by moving their courses online and modifying or ending field placements. The current study (N = 1,522) describes these responses from the perspective of BSW (n = 632) and MSW (n = 890) students who were enrolled in field placements. Data were collected through a nationwide survey administered in the month after the national emergency was declared. The findings focus on students’ increased needs during this time period, as well as their perceptions of programmatic responses to the pandemic. Participants described the ways in which their programs offered academic and personal support, and the areas in which they wished programs provided more help. Implications for social work education include the need for strong outreach and communication, emotional support of students, and adjustments to programmatic requirements in response to a crisis.

Theoretical Perspectives and College Education of the Social Work Programs in Post-Dictatorship in Chile

Theoretical Perspectives and College Education of the Social Work Programs in Post-Dictatorship in Chile

Canadian social work education in mental health and addictions: understanding perspectives of faculty members

ABSTRACT Social workers play an important role in the field of mental health and addictions, but there are concerns about the level of training and education offered by social work programs. The purpose of this qualitative study was to explore the perspectives of Canadian social work faculty members on social work education in mental health and addictions. We conducted focus groups and individual interviews with faculty (N = 14) from English and French social work programs in seven Canadian provinces and one territory. Using thematic analysis, we generated four themes linked to social work faculty members’ perspectives on mental health and addictions in Canadian social work education. These included curriculum priorities and pedagogical approaches, gaps in the curricula, challenges to teaching mental health and addictions in social work education, and facilitators to strengthen the teaching of mental health and addictions in social work education. This study has important policy, practice, and education implications. Our findings underline the importance of including mental health in standards and policies set by accrediting associations, teaching students to use critical-clinical approaches, providing faculty with increased support, and developing a community of practice forsocial work faculty.

A transdisciplinary approach to adolescent safeguarding education

Background: Adolescent safeguarding is a key public health issue, which requires a transdisciplinary approach to address the range of safeguarding risks seen within this critical period of development. Aims: The aim of this research study was to explore the need for adolescent safeguarding education within transdisciplinary programmes. Methods: A qualitative descriptive study was undertaken with participants studying or teaching on nursing, policing, social work, youth work and teaching programmes at a North-West University in England. Participation involved either the completion of a JISC online questionnaire or an informal interview, the data of which was analysed using thematic analysis. Findings: Two key themes were identified in the data; safeguarding education and professional culture, and three subthemes: curriculum content and delivery and professional identity. Conclusions: This study has highlighted the need to adopt a life-course (adolescence) and hybrid approach (uniprofessional and transdisciplinary) to safeguarding education in transdisciplinary programmes.

The Perfect Storm? COVID-19 and Substance Use amongst Social Work Students in the USA

During the COVID-19 pandemic, health risk behaviours related to substance use have been recognised as a significant public health concern amongst university students. Understanding the mechanisms of substance use behaviours, including those used to cope with COVID-19-related stressors, is imperative to curate targeted prevention efforts. To that end, we examined substance use prevalence and its associations with socio-demographic characteristics, preventive behaviours, and mental health amongst US social work students. We collected data from 457 students across all degree levels (BSW, MSW and PhD) from July to August 2020 through an online survey, to examine thirty-day patterns of substance use behaviours related to cigarettes, electronic vapour products, alcohol, binge drinking and marijuana. Univariate and bivariate analyses revealed high rates of substance use behaviours, particularly alcohol use (71 per cent), binge drinking (35 per cent) and marijuana use (25 per cent). Findings also revealed significant associations amongst substance use, socio-demographic characteristics, and mental health. Amongst other implications, our study should encourage social work programmes to promote positive coping strategies amongst students and foster substance abuse prevention efforts, both to mitigate health risk behaviours and to enhance student well-being, both during and after the COVID-19 pandemic.

PHD STUDENTS’ TRAINING FOR MANAGING A RESEARCH PROJECTS: FROM THE EXPERIENCE OF IMPLEMENTATION OF THE EDUCATIONAL AND SCIENTIFIC PROGRAM «SOCIAL WORK»

The article is devoted to the specialists’ training in mastering the methodology of project management as an important component in the implementation of educational programs. It was found that an important condition for effective and innovative scientific activity is the readiness of the individual for research work, his research activity, research behaviour, and therefore, knowledge of the essence of methodology and organization of research project management is mandatory. In particular, it is reasonably expedient to form readiness for such activities in applicants of the third (educational-scientific) level of 'PhD' as future researchers who obtain an education and at the same time the first science degree. 
 The objective of the article is to summarize the practical experience of preparing PhD applicants in the speciality '231 Social Work' to manage research projects as part of the educational and scientific program 'Social Work'.
 Analysis of the project activities of the Faculty of Social and Psychological Education allows us to conclude that active participants in the development and implementation of research projects are doctoral candidates (a third (educational and scientific) level of higher education, the educational and scientific program "Social Work"). It is important to note that these projects, although they have different forms of implementation (from socio-cultural practices to youth policy), at the same time meet the requirements of an interdisciplinary approach and have a social focus. This corresponds both to the national requirements for PhD training and to international standards and recommendations for ensuring the quality of PhD programs in social work. 
 At the same time, such practical project activity, along with studying the theoretical principles of research project management, allows PhD students to form program results to determine the goals, content and structure of research projects, analyze financial needs and funding sources, control the project implementation process and adjust its implementation plan; project risk management, etc.

Gray Clouds Over Ivory Towers

Black, first-generation doctoral students can be classified as those who belong to the African diaspora and come from families with parents who do not have bachelor’s degrees. Data shows that over half of Black doctoral degree recipients, across all fields, have first-generation status, and literature has shown that these students experience several challenges during their doctoral journey that their peers do not. This paper details six of these challenges for Black, first-generation research doctoral students in social work programs. These challenges result in educational disparities disfavoring these students, and, as such, social workers are compelled by our Code of Ethics to work against these forms of social injustice. This conceptual discussion uses Critical Race Theory and Social Capital Theory to explain the continued existence of these challenges, followed by recommendations that social work educators, academic institutions, and educational organizations can use to improve conditions for Black, first-generation social work research doctoral students across the country. If social work educators take this critical issue, its associated challenges, and the proposed recommendations seriously, they can begin to create safe and actively anti-racist and anti-classist academic environments that are conducive to the success of this student population.

Faculty as a Barrier to Dismantling Racism in Social Work Education

Facilitating learning around race and racism is often uncomfortable for faculty as well as students. The purpose of this qualitative case study was to investigate the experiences of undergraduate social work educators who teach about race and racism in social work programs. I employed a qualitative case study design to understand the lived experience of undergraduate social work educators who teach race specific content. I employed a combination of purposive sampling and snowballing methods to identify nine participants from the Southeast region of the United States. Utilizing a Critical Race Theory (CRT) framework to analyze interviews, several key findings emerged revealing faculty as barriers to facilitating learning around anti-racist content in the classroom. These findings were a) their own racial identity; b) insufficient formal preparation around race and racism; c) lack of faculty comfort with anti-racist content; and d) lack of skill in teaching anti-racist content. Recommendations include the implementation of scaffolded antiracist content throughout social work curricula that would be required by the Council on Social Work Education as part of the accreditation process.

Investigating the influence of the Catholic Church on social work in the Philippines: An exploration of policy, practice and education

Despite historical and current connections between the Catholic Church and social work in the Philippines, studies investigating these connections have been limited. Using an exploratory research design, this study examined this relationship by drawing on existing documents: legislation; curricula and minimum standards for social work programmes; course syllabi; the Code of Ethics; and textbooks. Three themes emerged in the analysis, offering tentative explanations for the Church’s widespread influence: religion as embedded in Filipino life; the Catholic Church and Catholic-based organisations as key partners in the delivery of social services; and the intersection of Catholic teachings, social work principles and Filipino values.

Deepening the Learning

Graduate students of multiple racial identities in predominantly White institutions enter social work programs with a wide range of knowledge about and experiences of White Supremacy, particularly the ways in which structural forms of racism continue to inflict harm, block opportunities, and perpetuate wealth inequities. In addition, White students are often challenged to grasp the ways they have been socialized to participate in perpetuating White Supremacy. This wide range of knowledge and experiences makes it likely that students will experience a range of emotions and defensive resistance necessitating skillful pedagogical design and facilitation of class interactions. Intentional use of theoretical frameworks with experiential activities can deepen self-awareness and understanding of the systemic nature of White Supremacy (Okun, 2010). In this manuscript, four students and two instructors discuss their learning experiences within a course addressing White Supremacy for students of multiple racial identities in a predominantly White institution. Post-course dialogue amongst these multiracial authors identified six core areas of learning when examining intrapersonal, interpersonal, and structural racism, cultural wealth of BIPOC peoples, and anti-racism actions. Two primary implications for education are: Weave conceptual frameworks with interpersonal experiential activities throughout the course design, and attend to interactional power dynamics during class meetings.

Hosting Australian Social Work Students on Exchange: The Search for Equity and Mutual Benefit Between the Global South and North

ABSTRACT Social work programs in the Global North are increasingly engaged in international student exchange with countries in the Indo-Pacific that belong to the Global South. However, there is a paucity of literature exploring the experiences of the institutions that host these exchanges. This article reports on the findings of a qualitative project that sought host institutions’ perspectives on the value of student exchanges. The findings indicate a perception that some mutual benefit and reciprocity can be established in international exchange but that disparity in resourcing, absence of opportunities for hosts to travel to Australia, and the privileged status of knowledge produced in the Global North maintains an inequity between exchange partners. These findings highlight the need for steps that can be taken toward reciprocity while demonstrating the impact power imbalance can have on the nature of Global South–North student exchange programs. IMPLICATIONS Research has shown that student exchange programs between the Global North and the Global South are often underpinned and shaped by a significant power imbalance in favour of the Global North. Findings show that Australian (Global North) knowledge is privileged over knowledge that is Indigenous to the host country and that financial constraints prevent host organisations from equal participation in programs. A form of reciprocity can be established whereby organisations in the Global South can access benefits associated with the programs, without sending their own students on exchange.